“Shop „til you Drop” Grade Shopping...

Standard Five │ ED315 Evidence

Kathryn Rank

ED315/FA09

Lesson Plan ONE

“Shop „til you Drop” 5th Grade Shopping Project

Goals TEACHER

Standard 1: I will be engaging students in an activity that links prior learning to performance.

Standard 4: I facilitate student discussion of the “how to” of understanding how the act of purchasing works.

STUDENTS

Students in Wisconsin will draw on a broad body of mathematical knowledge and apply a variety of mathematical skills and strategies, including reasoning, oral and written communication, and the use of appropriate technology, when solving mathematical, real-world and non-routine problems.

A.8.4 Develop effective…written presentations that include

the conventions of mathematical discourse (e.g., symbols, definitions, labeled drawings)

clear organization of ideas and procedures

understanding of purpose and audience

Students in Wisconsin will use numbers effectively for various purposes, such as counting, measuring, estimating, and problem solving.

B.8.7 In problem-solving situations, select and use appropriate computational procedures with rational numbers such as

creating, using, and explaining algorithms.

Pre-assess Revisit prior learning of subtraction, using money. Examples on white board.

Objectives

Students will show the application of their prior learning by constructing a satisfactory,

real-world project.

Materials Needed

white tag board

magazines, catalogs, sale flyers, etc.

scissors

glue

black Sharpie® markers

“Shop „til you Drop” work chart

pencil

templates for poster

Different color scrap paper (colored construction paper)

Total Time Needed Approximately 20 to 25 minutes will be needed for the lesson. The rest of the time (20

minutes) will be “free time” for the students to start their projects and ask any necessary

questions.

5-10 minutes for pre-assess/refresher


10-15 minutes for explanation and expectations of project

5 minutes to go over any lingering questions

20 minutes to get the project started

Procedures

Introduction Over the past couple school days, you have been studying subtraction while dealing with

money. Today, and over the next couple days, we are going to apply what you have learned by

using subtraction in a real-world setting.

TEACHER: Pick a store you shop at. Raise your hands. What do we do when we go to ___ and

buy…what are we going to buy?

STUDENTS: ______!

TEACHER: Okay! What do we do when we go to ____ and we pick out a/n ____?

STUDENTS: We give the cashier money for the ____ and she gives us change back.

TEACHER: What is change?

STUDENT/TEACHER: The “change” is an answer to a subtraction problem that was done by

the cash register. Show example.

Engagement If I had $40.00 and the ____ cost $29.99, what is my change? How do I set up this

problem? Student help.

TEACHER: This is the type of work you are going to be doing for our shopping project. You

are going to be given “money” and you will go shopping and try to spend all of your money.

Steps for instruction (demonstration, participation, practice)

Explanation/Demonstrate

HAND OUT CRITERIA and WORK CHART

In order to be successful in this project, I have created this sheet of criteria or

expectations that you need to accomplish in order to be successful. Please be sure to follow

the steps to success. Let‟s go over it and you can ask questions if need be

Here is my example of my project. I did a few extra things to make my project stand out,

which is something I encourage you to do. I love scrap-booking, so this is something that I

added to this project. Discuss what I have all included in my project.

YOU WILL NOT GET TO THIS STEP TODAY. TODAY WE ARE WORKING ON FINDING

ALL THE ITEMS AND DOING THE CORRECT STEPS FOR SUBTRACTION.

Are there any questions at this point?

Let‟s get started!


Release students by row: Get a few magazines you want to use for your project.

Use your work chart, and start looking through magazines. Please be mature

while looking through the magazines. If you cannot handle the pictures

and you choose inappropriate items, you will be asked to complete an

alternative assignment.

Use work chart to calculate how much money you have left after each

purchase. Remember you must have at least 5 items and use as much

money as possible!

You will not finish in the entire project class. You should have a good start on the work

chart. You will be given time to work on this project in class on Tuesday and Wednesday.

KEEP IN MIND Your projects will be show-cased in the hallway for everyone to see. It

is very important to do your best on this project, so you can show others what you have

learned. Editing, proofreading, and self-evaluating are important to do as you are working on

this project.

Ask yourself, “Does this make sense?” “Does this look okay?” “Would Miss Katie and Mrs.

Calouette approve of this work?”

Questioning Where do we use this technique of finding change (asked in the introduction)?

Why is it important to use what you have learned in math class for a project like this?

We all learn at different rates, but why is it important for us ALL to know the concept of

adding and subtracting money?

Strategies for students requiring additional assistance This project can be easily adapted to fit the needs of all students. I know in this class

there aren‟t any students with exceptional needs. However, if I would need to alter this

project, I would keep the same criteria, but I would possibly lessen the amount of money

that needs to be spent. I could also provide the student with some extra assistance, while

the other students are working on the project. The extra assistance can be subtle, so it

doesn‟t seem that I am focusing on only one student.

Closure The project will NOT be finished during this class. Have students look to the board one

more time and go over what we must do in order for subtraction work to be satisfactory.

SHOW ALL STEPS!

Close the class by giving students direction on where they can safely keep their projects,

and reminding them that they are going to have class time to finish them.


Assessment

This project is due the following week, so I will be able to assess these projects. I have

created criteria and a rubric to use for correcting (attached).

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Cooperating Teacher Signature: __________________ Date: _________________

Additional Cooperating Teacher Comments:


Kathryn Rank

ED315/FA09

Lesson One Self Assessment

1. Describe the most effective elements of the lesson. What worked best

in your lesson? Explain. (Consider the materials, your delivery, etc.

Also, consider the five education abilities, Wisconsin Teacher Standards and social interaction skills.)

This lesson was an application lesson of the previous lesson the students were working

with. The lesson, “Shop „til you Drop,” was implemented in a 5th grade classroom. The

lesson objectives were for students to apply their previous knowledge of subtracting

money to create a shopping list. They started with $300.00 and had to show their

subtraction steps each time they purchased an item.

In order to prepare for this lesson, a letter was sent out to the parents for the

students to bring in old magazines and newspaper ads, so we would have enough

materials for everyone. I also created a direction sheet for the students that included

the criteria of the project. This was useful for students because they could check back

on what had to be done for a successful completion of the project. The students were

given a work chart so they could organize their work.

To introduce the project, I did a review of how to subtract decimals (money). We went

over a few review problems. Then we thoroughly went over the criteria and made sure

they understood each direction. I had created my own example, so I used my example to

show students how I wanted things. I also left the example for the students to look

back on as they continued to work on the project over the next few days. I also

discussed appropriateness of material in magazines (example: hunting guns not

appropriate for school). I think it was helpful for the students to see my example. I also

think it was effective to give them their criteria sheet to use as a guide.

The implementation of this lesson was successful, which communicates how it relates to

Wisconsin Teaching Standard Five. As a teacher in this class, I knew the obstacles I

may encounter with a project that required students to be getting out of their seats

searching for magazines, looking through magazine ads, cutting out of magazines, gluing,

configuring their totals, etc. This awareness allowed me to devise a plan that included

my constant movement around the room, which helped students stay focused on the

instructional objective and also allowed them to ask any questions if necessary. It is

difficult to be in all places at one time in order to monitoring students, but in the

beginning of the lesson, before the students got to work on their projects, I made it

explicitly clear that they were to stay on task and get their projects started and

possibly finished (with the next two days that Mrs. Calouette was allotting them for the

project). To help with individual motivation, I created an environment that was orderly,

and I also stated that if the students worked hard on the project, they could get it

finished and they wouldn‟t have to take it home as homework. This gave students the


motivation to work productively and finish their projects (within the days allotted for

the project).

Through the completion of this lesson, I also showed connection to Wisconsin Teaching

Standard Eight. As I was monitoring student progress, I had to take into account the

broad range of abilities and the barriers that impede learning. One of my students has a

vision problem, so his poster didn‟t look perfect like some of the girls in the class, but

for him, his poster was done very well. This is something that I discussed with Mrs.

Calouette about and the student was assessed accordingly. Since I‟m not in the

classroom everyday, it was hard for me to judge student work. Just to look at a poster

and say it‟s not up to my standards isn‟t sufficient because it may very well be the

student‟s best work. To overcome this obstacle, I talked with Mrs. Calouette and she

assisted me with the assessment part of this lesson.

It is evident that I incorporated the Alverno Education Ability of integrative

interaction. I was able to walk around the room and hold conversations with the

students concerning the items they were choosing and why they chose them. This

allowed me to get to know the students a little better (shows rapport with students). I

am always interested to hear about the students‟ life stories, for example, what they

like to do when they‟re not at school. Knowing this type of personal information is as

important as knowing their level of learning ability. As I walked around the room I was

asked questions in which I responded appropriately.

I taught this lesson a total of three times to three sections of fifth grade students.

During each section, I was able to make minor improvements to my lesson, which shows

my connection to the Wisconsin Teaching Standard Nine. I was able to self-evaluate

my performance and execute it more efficiently the next time. It was helpful because I

was able to briefly talk with Mrs. Calouette between each performance, so I was able to

take her comments and use them to improve my lesson each time.

2. Describe how successful the lesson was in terms of student learning. Did

students meet the stated objective? On what are you basing your

judgment? What were your assessment methods and the results of

them?

As I was assessing the students‟ projects, I found that most students followed the

criteria and understood the learning that was needed for this performance assessment.

The objective for this lesson stated “Students will show the application of their prior

learning by constructing a satisfactory, real-world project.” As I was monitoring

progress around the room and as I introduced and reviewed with the students, I got a

lot of comments on how students went shopping with their parents. Students also made

connections as to how the project was similar to these types of interactions. This type

of conversation for this lesson showed me that the students personally connected to

the project. By making these connections, they were able to create meaning. Some

conversations I heard were of students talking about what they wanted for Christmas,


their birthday, or simply just their wish list.

As I corrected the projects, I could see certain students artistic (or lack of) abilities

shine through. Most students just chose five items, like stated in the criteria, but some

chose more. I could tell the students that worked hard to meet the objective, but I

could tell that some other students didn‟t have the understanding of subtraction to be

100% successful in the performance. I had to be careful of bias while grading these

assessments because as I don‟t know the everyday work effort and output of the

students. I made sure to discuss with Mrs. Calouette of the normal work effort of each

student before assessing their projects.

I wish I would have been there during the couple work days. I would have been checking,

more thoroughly, the students work to make sure they understood the steps in

subtraction. Obviously, since they had just learned subtraction with decimals and I went

over more than a few review problems on the board, there were still some

misconceptions on how to subtract.

My assessment method was a performance assessment graded using a rubric, based off

of a set of criteria. The students had to create a poster from the items they collected

in newspaper ads and magazines. They were to have a picture of each item, along with

the price. They were to show their work on the work chart provided during each

“purchase” and tape their work to the back of their poster. Most students successfully

completely the performance assessment, but I could definitely see differences in

quality of work. If it were my own class, I would have some students redo some of their

subtraction work because it seemed to be a rush job and the steps weren‟t clear. A

couple of the students clearly did not follow criteria, projects were folded, rolled, or

crumpled, so I would have them stay in for recess a day and work on redoing their

projects with them.

I have included a couple pictures of their posters, including my own.


3. What did you find most difficult about teaching this lesson? Explain.

What changes would you make if you could do this lesson over or re-

teach this lesson?

It is difficult because I can‟t be there all the time. I started the lesson, but the other

two work days allotted for the lesson would have been good opportunities to monitor

students working on their project.

Overall, the lesson went well. In the beginning (first lesson) I rushed and was a bit

unclear, so I had to restate a few things many times. But as I taught the other sections

of 5th graders, I got more comfortable and clearly stated my expectations. In the

second sections, I also took more time reviewing subtraction problems (5 or 6 problems

instead of 2).

If I could redo this lesson, I would take more time explaining and possibly make an

overhead transparency and go through the example steps in the chart as a class. Then

the students could fully understand their work chart.

4. What WI Teaching Standard and Education Ability is reflected in this

lesson and how?

Stated in #1.

5. What was student response/reaction? Based on that, did you modify your

original plan? If so, how did you adapt the plan and why?

The students were confused at first about the work chart. I thought the work chart would

be easy to follow, so I wasn‟t planning on going over the chart in depth. However, the

students seemed confused about it, so we ended up going over it thoroughly in class before

we started the project.

One of my students has vision impairment. I went over to his desk and discussed with him

alternatives to using the work chart (i.e. lined paper) and made sure he had the tools so he

could complete the project successfully.

6. To follow up on this lesson, what would you teach next?

How to follow directions…

On a more serious note, it seemed that the students were having a tough time with keeping

the numbers original. For example, a lot of students would see $14.99 and write down that

the item cost $15.00. The rounding is correct, but in this situation, we wanted to know exact


amounts. I would possibly teach rounding decimals next if it were my classroom. I do believe,

however, that the students already learned about rounding decimals. I would possibly

incorporate a mini-lesson on when it is appropriate to round decimals regarding money and

when it is not.


2009FA 10

Lesson Plan and Observation Assessment Form – ED 315

Observation _1_

PLANNING AND PREPARATION

Standards 1,7 (Conceptualization, Diagnosis)

Knowledge, Skills, Dispositions Evidence

Uses teaching resources and curriculum materials that are

appropriate in representing the ideas and concepts Plans instruction appropriate to students’ stages of development and

learning styles

Links new ideas to familiar ideas and makes connections to students’

experiences

Provides opportunities for active engagement, manipulation and

testing of ideas and materials

Knows how to enhance learning through the use of a variety of

materials

Values flexibility in the teaching process by monitoring and

adjusting plans and adapting instruction when necessary and

appropriate

Chooses appropriate teaching strategies, learning experiences, and

materials to achieve different instructional purposes and to meet

student needs

Varies his or her role in the instructional process in relation to the

content and purposes of instruction

Plans motivational instruction by relating lessons to students’

personal interest

Seeks to find ways to meet the needs of diverse learners

Katie used examples of subtraction problems that the

students helped her to make. Her lesson was detailed

and had an instruction/goal sheet, computation sheet

and a rubric. Katie modeled the project by making her

own poster to show the students what was expected.

Students were engaged in the project because

shopping is something they love to do.

____No Evidence ____Minimal Evidence ____Sufficient Evidence __X_ Extensive Evidence


2009FA 11

CLASSROOM ENVIRONMENT

Standards 2,3,5 (Coordination, Integrative Interaction)


Shows respect for the diverse talents of all learners

Uses knowledge about human motivation and behavior to

develop strategies for organizing and supporting individual and

group work

Is committed to the expression and use of democratic values in

the classroom

Organizes, allocates, and manages the resources of time, space,

activities and attention to engage students in productive tasks

Knows how to help students work productively and

cooperatively with each other

Uses strategies of effective classroom management to promote

positive relationships, cooperation, and purposeful learning in

the classroom

Respects students as individuals with differing personal and

family background and various skills, talents and interests.

Katie discussed a variety of different items that the

students could shop for. She also discussed items that

were/weren’t school appropriate. She had the class go

up to get materials in an organized manner. Katie was

in constant movement around the room. Students were

allowed to socialize but she kept them working.

____No Evidence ____Minimal Evidence ___ Sufficient Evidence __X_ Extensive Evidence

INSTRUCTION

Standards 4, 6, 7 (Communication, Coordination, Diagnosis, Integrative Interaction)


Uses different representations and explanations of concepts when

necessary to accommodate students who approach learning from

different conceptual frameworks

Uses teaching approaches that address different learning styles and

performance modes

Uses instructional strategies that promote student learning for a range

of student abilities

Encourages discussion

Elicits samples of student thinking orally and in writing

Values the development of students’ critical thinking, independent

problem-solving, and performance capabilities by using varied teaching

and learning strategies to engage students in active learning

Katie explained the lesson in 3 different ways (written, oral and

visual aid). Katie encouraged students to ask questions and

discussed options with them.

She prepared the students for what they were doing step by step.

She also gave them an expectation of what they should have done

by the end of the class.

Katie was able to work with all students and was aware of

personal space. Students responded to her as an instructor by


2009FA 12

Modifies explanations when necessary to assist students’ understanding

Organizes, prepares students for, and monitors independent and group

work

Recognizes the importance of verbal and nonverbal communication

Is a thoughtful and responsive listener

Communicates in ways that demonstrate a sensitivity to cultural and

gender differences

Models appropriate communication strategies in conveying ideas and

information

Supports learner expression in speaking and writing, and other media

Knows how to ask questions and stimulate discussion in different ways

asking her questions and sharing stories with her.

____No Evidence ____Minimal Evidence ___Sufficient Evidence __X_ Extensive Evidence

ASSESSMENT

Standards 8,9 (Diagnosis, Integrative Interaction)


Knows how to select and construct assessment strategies and

instruments

Uses appropriate assessment techniques to enhance his or her

knowledge of learners, evaluate students’ progress and

performances, and modify teaching and learning strategies

Solicits and uses information about students’ experiences,

learning behavior, needs and progress from cooperating teachers

and the students themselves

Evaluates the effect of class activities on both individuals and

the class as a whole, collecting information through

observation of classroom interactions, questioning, and analysis

of student work

Uses classroom observation and information about students as

sources for evaluating the outcomes of teaching and as a basis for

reflecting on and revising practice

Katie spent a lot of time evaluating the finished projects. She tried

to understand the students’ abilities within the class work time.

As she evaluated the projects, she asked questions about the

students. We discussed individual needs of individual students.

As Katie used her rubric to evaluate the posters, she made several

comments as to how she determined their grades.

____No Evidence ____Minimal Evidence ____Sufficient Evidence __x_ Extensive Evidence


2009FA 13

PROFESSIONALISM

Standard 10 (Communication, Integrative Interaction)


Relates professionally and effectively with the cooperating teacher and faculty

Dresses professionally and consistently portrays a professional demeanor

Is enthusiastic about teaching Seeks out the cooperating teacher to support his/her development as

a learner and a teacher

Katie is very easy to talk to. She presents her ideas clearly and

asks for suggestions on how she can improve. She is very open to

constructive criticism.

Katie always comes to class dressed appropriately and students

respect her as an instructor.

____No Evidence ____Minimal Evidence ___ Sufficient Evidence _X_ Extensive Evidence Summary Statement and Areas to Concentrate on Improving:

Katie did a wonderful job teaching her lesson. As she taught the second and third lesson, she became more

comfortable in the classroom. Katie is a quick learner when it comes to noticing what is working and not

working with the students.

School: Raymond School Grade/Subject: 5th

grade

Cooperating Teacher: Elaine Calouette Number of Students: 3 classes (16, 16, & 18)

Student Name: Katie Rank Date: 10/12/09

Supervisor: Ms. Calandra Lockhart

“Shop „til you Drop” Grade Shopping...

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