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Games Good to Common Core Example Common Core Lesson Demonstration and Application 3rd Grade Reading Lesson Standard: 3.RIT.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Objective: Given a graphic organizer and a short story, students will determine the main idea and supporting details of the given text. Definitions used in lesson • •
Main Idea: the most important part of the text Supporting details: information from a text that helps clarify, explain, or expand the main idea
Anticipatory Set: • •
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CC Goal: Tech Integration
Show the PowerPoint file called – “Fruit-Sports” PowerPoint to students. On the first slide is pieces of fruit on a table o Ask the students what the theme of the food is? (fruit) o Explain that fruit can be thought of as the main idea and the strawberries, oranges, and mangos can be thought of as the supporting detail to prove that they all fit under the theme or main idea of fruit. Repeat the same steps with images of sporting events in the PowerPoint. Today we will be learning about the main idea and supporting details of a text.
Introduction: •
Introduce new vocabulary terms: Main Idea and Supporting Details o Write our definitions on sentence strips to hang on the walls for a reference point
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Lesson: • •
Read aloud the Education World Article ‘Kids Buy Lunch With Finger Scans’ Pass out the ‘hamburger’ graphic organizer for students to complete together. Use the teacher’s copy as an example of what they could do.
Student’s Copy •
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Teacher’s Copy
What is the main idea of the story? o Explain to students that sometimes titles are used to help direct you to the main idea of the story. This is just a direction, not the answer. o Main Idea: Finger scanners can be used to help life run smoothly CC Goal: o Complete the Hamburger Graphic Organizer as a class Real World Relevance Fill in the corresponding information for supporting details o Teachers don’t have to collect money o Lunch lines moves faster o Students don’t have to worry about losing money o Can be used for other things in school as well, like checking out a book Students should be placed in pairs Pass out copies of the text ‘Chips, Anyone?’ (1 per pair of students) CC Goal: Global Perspective
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Pass out the Main Idea Graphic Organizer for this text (1 per student) o Explain to students that this graphic organizer looks different but the idea is still the same. Teacher’s Example.
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Students will read the story with their partner and complete the graphic organizer After students have finished, have students share their main idea and supporting details for the text ‘Chips, Anyone?’
Practice: Game Option 1 • • • • •
CC Goal: Tech Integration
Using the uncw.edu/EdGames template “Behind the Box”: Create a PowerPoint that has photos containing groups of items. Could be people, items, or anything similar. Divide students into groups. For each groups’ turn the teacher removes one “box” from the screen. Students are then asked to identify the main idea of the photo. If they can name the main idea of the photo they receive 10 points (teacher keeps score on board, or a piece of paper.) If they cannot it continues to the next team. The photo should be easier to identify as the game continues and more and more boxes are removed. You can rotate asking between “what is the main idea”, and “what are the supporting details”.
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Game Option 2 • • • •
Using the uncw.edu/EdGames template “The Big Wheel”: Read one short story at a time to students. Divide students into groups. Ask individuals on a team to state the main idea, or a supporting detail from the story. For each correct answer the teacher will spin the wheel and give that team the selected number of points. Game continues until teacher runs out of stories and questions, or until class time ends.
Closure: •
Teacher reviews with students the definitions for main idea and supporting details.
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Games Good to Common Core Example Common Core Lesson Demonstration and Application
Example Lesson Plan #2 Grade 3 – Author Study Conclusion Common Core Objective: Reading Standards for Literature K-5 Integration of Knowledge and Ideas 9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Lesson: 1.
2.
Over the course of several lessons, read books by author Patricia Polacco (or pick any author you would like – just make sure you can get ahold of several of his/her stories. Other author suggestions are Jan Brett and Chris Van Allsburg). Some suggestions for books by Patricia Polacco include: a. Thank You, Mr. Falker b. The Trees of the Dancing Goats c. The Graves Family Goes Camping d. My Rotten Redheaded Older Brother Before reading the stories, explain to students that they will begin an author study. For this author study, tell them they are going to be reading stories by Patricia Polacco. Find some background information on Patricia Polacco and share that with the students. Background info: Patricia Polacco was born in Lansing, Michigan in 1944. As a student, she struggled with dyslexia and found relief by expressing herself through art. At the age of 14, she was still unable to read until one of her school teachers recognized the problem and started to work with her. Her book, Thank You, Mr. Falker is a retelling of that story. Growing up, she was very close with her grandparents, which is one of the reasons several of her stories have a young person interacting with an elderly person. She went to college, graduate school, and eventually earned a PhD in Art History. She didn’t start writing children’s books until she turned 41. She says she was raised hearing good stories being told by family members and that hearing the stories eventually led to her writing them down and drawing pictures to help illustrate them. She has 2 children and currently lives in Union City, Michigan.
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3.
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As you read the stories, have students identify the basic story elements – settings, characters, plots, themes, etc). Encourage students to make text-to-text connections between the stories. For example, have them look for similarities between the stories. Students should also be encouraged to make text-to-self connections (things in the story that reminds them of something in their own lives). Have students complete a chart after reading each story where they can record information on each book’s characters, setting, theme, plot, CC Goal: Tech etc. See example chart at the end of the lesson.
Integration
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Use the game “Big Board” from the UNCW Ed games website. Label the categories as: title, characters, setting, plot, and theme (categories should match the categories on the chart). You can also include other categories as appropriate (figurative language, mood, etc.). Each question should be a detail from a story – use the chart for ideas. For example: Name the main character(s) in Thank You, Mr. Falker. More difficult questions could be something like: In which 2 stories is the setting a school classroom? Play the game like jeopardy – students pick a question and then have to answer. If students are having a difficult time, let them use their charts they made.
Useful Resource for Patricia Polacco: http://www.patriciapolacco.com/
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Example Chart:
Name of Story
Main Characters
Secondary Characters
Setting
Problem
Solution
Theme
Mood
Thank You, Mr. Falker
The Trees of the Dancing Goats
The Graves Family Goes Camping
My Rotten Redheaded Older Brother
Lesson plan authored by J. Scharrf
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Games Good to Common Core Example Common Core Lesson Demonstration and Application
Example Lesson Plan #3 7th Grade Mathematics Lesson Title: A Frisbee Factory Hunt Standard: 7.G.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle. Objective: Given radius or diameter, students will calculate the area of a circle using the formula A= ∏r2. Definitions used in lesson Area: the size of a surface Formula to find area of a circle: A= ∏r2 Diameter: Distance across the center of the circle or twice the radius Formula to find Diameter: D=2r Radius: The distance from the center of a circle to the edge of the circle Formula to find Radius: r = ½D Pi: Represented by a symbol (∏) Pi symbol represents a fraction 22/7 and is widely recognized as 3.14 Pi is an endless number
Anticipatory Set: • Pass out Frisbees to pairs of students. Tell students that they work for a Frisbee company and they are Frisbee experts. • Ask students to describe their Frisbee with their partner. Have some students share responses • If a mathematician were to describe their Frisbee, how might they describe it? • A Mathematician may describe the Frisbee based on its area and circumference.
CC Goal: Real World Relevance
Your Charge to the Students: The local Frisbee company in town has determined through customer research that what the best Frisbees look like. So the know the shape of the Frisbees Games Good to the Core p.8
they want to produce, what they need you to be able to help them determine are sizes of the Frisbees they need to produce. In order to do this you will need to use Radius, Circumference, and Diameter. Create badges that say – Frisbee Engineer? Introduction: • Draw a square on the board. • Ask a student to color in the area of the square drawn. o We have learned that this represents the area of a square. • Draw a circle on the board and students should draw one in their math notebook. • From what we know about the area of a square, have a student apply that knowledge to draw in the area of a circle. (Students duplicate process in their math notebook and label it AREA) • Students then need to write the definition of area in their math notebook. • Draw another circle on the board and students should draw one in their math notebook. • On the circle draw a line segment to represent the diameter, students should do the same in their math notebook and label it DIAMETER. o Students should write the definition and formula for diameter of a circle in their math notebook. • Draw another circle on the board and students should draw one in their math notebook. • On the circle draw a line segment from the center of the circle to an edge to represent the radius, students should do the same in their math notebook and label it RADIUS. o Students should write the definition and formula for radius of a circle in their math notebook. o Students should write the definition and formula for radius of a circle in their math notebook.
CC Goal: Real World Relevance
Guided Practice Review: • The Frisbee company has informed us that they need to know the Diameter of one of the Frisbees if the radius of that Frisbee is 4inches. (Point out that inches represents the unit. Remind students that their unit measurement should be the same throughout a problem.) Have students practice. • Walk students through the steps to solve the problem o Step 1: Write out formula: D=2r o Step 2: Fill in information: D=2*4 o Step 3: Compute: D=8 Final answer for the diameter of a Frisbee(circle) with a radius of 4 inches is 8 inches • Next the company needs to know the radius of one of their Frisbees (circle) if the diameter is 20 cm. Have students practice • Walk students through the steps to solve the problem o Step 1: Write out formula: r = ½D o Step 2: Fill in information: r = ½ * 20 o Step 3: Compute: r =10 Games Good to the Core p.9
Final answer for the radius of a circle with a diameter of 20cm is 10cm
Lesson: • Using what we know about Diameter and radius we will calculate the area of a circle. • Write the formula for the area of a circle on the board (A= ∏r2) with the definition of area. Students are to duplicate this in their math notebook. • Define Pi – represented through symbol, fraction, and decimal form. Pi is an infinite CC Goal: number. Tech • Show Youtube video of the first 10,000 digits of Pi Integration (http://www.youtube.com/watch?v=LpvLWaVcA4A) • Draw a circle on the board with the radius labeled 2inches and students should draw one in their math notebook. 2in • Model for students how to find the area of the circle (Students should write down the steps in their math notebook.) o Step 1: Write out formula: A= ∏r2 o Step 2: Fill in information: A= ∏*22 o Step 3: Compute A= ∏*(2x2) A= ∏*(4) A= 12.56 Final answer for the area of a circle with a radius of 2in is 12.56in2 • This circle has an estimate area of 12-13 inches2 • What about if we had to find the area of a circle and we were given the diameter? o Tell the students our Frisbee company needs us to find the area of a Frisbee (circle) with a diameter of 10inches o Allow time for them to complete We have to find the radius in order to compute the area o Step 1: Write out formula: r = ½D o Step 2: Fill in information: r = ½ * 10 o Step 3: Compute: r =5 Final answer for the radius of our circle is 5in o Now we can use this new number (the radius) to find the area o Step 4: Write out formula: A= ∏r2 o Step 5: Fill in information: A= ∏*52 o Step 6: Compute A= ∏*(5x5) A= ∏*(25) A= 78.5 Final answer for the area of a circle with a diameter of 10in is 78.5inches2 • This circle has an estimate area of 78-79 inches2
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Practice: Game Option 1 • • • •
Using the uncw.edu/EdGames game “Car Race”. Divide students into groups. Ask individuals an entire team a team a question where they have to find the radius, diameter, or area of a circle. (Have the other teams also work the problem in order to make sure they agree with the first team.) For each correct answer the teacher will move the selected teams car forward one spot by clicking the cars corresponding airplane banner. Game continues until teacher runs out of questions or until a car crosses the finish line. If that occurs simply re-start a new game and continue until all questions are completed or class time ends.
Game Option 2 • • • •
Using the uncw.edu/EdGames template game “Space Decoder”. Teacher or a student inputs questions regarding finding the diameter, radius, or area of a circle into the blank question template pages. Students go through the game using a computer in the classroom, or computer in the computer lab. Game play continues until students reach the end of the game, or until class time ends.
Closure: Review definitions and formulas for finding radius, diameter, and area.
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