100%(3)3 out of 3 people found this document helpful
This preview shows page 14 - 16 out of 28 pages.
applications.2.METHODOLOGYLEARNINGEXPERIENCE/ ACTIVITYList the activities, including how you activate background knowledge and bringclosure to the lesson.Please make sure you can demonstratestudent engagement throughout the lesson. Address the diversity of your students by indicating at least one type of diverse student and how youwould support this student in the lesson.Introductory/Anticipatory Set DO NOT TAKE OUT THE PROMPTSBuilding/Applying Knowledge and Skills by engaging students in their learning. List and explain all of the activities that you will use in the lesson. Connect each activity back to the standard(s) and objective(s) by listing each number of the standard and objective after each activity. Students will be given cubes to help solve equations on multiplicating and dividing fractions with whole numbers. Mathematics Standard (5.3I)Students will read and analyze a poem about multiplicating and dividing fractions with whole numbers. Reading Standard (5.13B)Students will use models on paper to evalutate word problems. Reading Standard (5.13B), Mathematics Standard (5.3I)Extension/Enrichment/Transfer or Generalization of Knowledge that engages students in their learning. List and explain how each student will take this knowledge and transfer it to real-world situations. Provide at least two examples of this knowledge and transfer.Students can use this knowledge to find a portion of a candy bar if thechildren want to share it with two other friends.Studetns can find out how many cups of sugar they will need for a recipe of cookies if they would like to make the recipe twice as big.Diversity of instruction in the lesson: Address the diversity of your students by indicating at least one type of diverse student and how you would support this student in the lesson. Use the following definition of diversity when addressing this issue. One of the students is a female muslim. It is against her religion to work with other male students one-on-one, so I will ensure
CURRICULUM DESIGN2that she is paired with a female student.Diversity. (1) Individual differences (e.g., personality, interests, learning modalities, and life experiences), and (2) group differences (e.g., race, ethnicity, ability, gender identity, gender expression, sexual orientation, nationality, language, religion, political affiliation, and socio-economic background)Synthesis/Closure: Include at least one instructional strategy that supports the objectives and provides closure in the lesson for the students.At the end of each lesson on multiplying and dividing, I will have the studentsexplain their answers from group work to the class and get positive feedback.2. METHODOLOGYINSTRUCTIONALSTRATEGIESWhat instructional strategies/methods will you use?