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3rd-Unit Textbook Strategies

The document describes four lesson plans that incorporate strategies suggested in a textbook on classroom instruction. Lesson plan 3 uses non-linguistic representations in the form of foldables to help students visualize and remember information about simple machines. Lesson plan 6 assigns a homework worksheet identifying wheel and axles and includes an experiment testing students' hypotheses about toy cars with and without wheels. Lesson plan 8 collects student questions and provides individual feedback to improve understanding.

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57 views

3rd-Unit Textbook Strategies

The document describes four lesson plans that incorporate strategies suggested in a textbook on classroom instruction. Lesson plan 3 uses non-linguistic representations in the form of foldables to help students visualize and remember information about simple machines. Lesson plan 6 assigns a homework worksheet identifying wheel and axles and includes an experiment testing students' hypotheses about toy cars with and without wheels. Lesson plan 8 collects student questions and provides individual feedback to improve understanding.

Uploaded by

api-308068901
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TextbookStrategies

NonLinguisticLessonPlan#3
Nonlinguisticrepresentationstrategiesappealstudentswhoarevisuallearners.Our
textbooksaysthat,theyhelpstudentsrepresentknowledgeasimagery(page.64).Inmy
lesson3Iusednonlinguisticrepresentationwiththefoldablethatstudentsmake.Thefoldable
isforthestudentstoreferbacktoandrememberinformationabouteachsimplemachine.This
foldableisuseddailyforeachdaythatwelearnanewsimplemachine.Itcanbeusedasa
quicktoolthatstudentscanpulloutandrefreshtheirmemory.Thisfoldableisusedthroughout
theunit,butIlabeledlessonnumber3sincethisisthefirsttimethatitisused.

HomeworkLessonPlan#6
Inlesson6Iassignedawheelandaxlehuntworksheetforhomework.Forthis
worksheetstudentsareaskedtolookforwheelandaxlesoutsideoftheclassroom.Oncethey
findawheelandaxletheyareaskedtorecordalittlebitofinformationabouttheobject.The
questionsreinforcethematerialthatwaslearnedinclassthissameday.Accordingtoour
textbook,homeworkshouldbeassignedwiththeintentofstudentspracticingskills(page.101).
Forthisassignment,studentsarepracticingrecognizingsimplemachines,determining
examplesofasimplemachineanddescribingthesimplemachine.

GeneratingandTestingHypothesesLessonPlan#6
Ourtextbooksuggestsaskingstudentstogenerateandtesthypothesesbecause,it
requirestheuseofcriticalthinkingskillssuchasanalysisandevaluation(page135).Inlesson
6thestudentsandIareperforminganexperimentwithtoycars.Theexperimentinvolves
movingtoycarswithandwithoutwheelstoseewhichonemoveseasier.Studentsareaskedto
predictwhattheythinkwillhappenbeforewebegin.Aftertheexperiment,studentscan
determinewhethertheirhypothesiswastrueorfalse.

FeedbackLessonPlan#8
Inlesson8Ididaclosureactivitythatinvolvedstudentswritingaquestiontheyhad
aboutthedayslesson.Afterthislesson,Iwouldreadtheresponsesandwritefeedbackonthe
worksheetforstudents.Then,thefollowingdayIwouldpullstudentsasideataconvenienttime
andtalktothemindividuallyaboutquestionstheyhad.Ourtextbooksaysthatitisimportantto
providefeedbacktostudents,sotheycanimprovetheirperformanceandunderstand
themselvesbetteraslearners(page11).Followingupwithstudentstoanswertheirquestions
willhelpthemunderstandthematerialbetterforfutureassignments.

References
Dean,C.,Hubbell,E.,Pitler,H.,&Stone,B.(2012).
Classroominstructionthatworks
researchbasedstrategiesforincreasingstudentachievement
(2nded.).Alexandria,Va.:
ASCD.

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