27 things to do with students who are not paying attention

http://pinterest.com/pin/204069426838137672/

Teach Like a Champion: 49 Techniques that Put Students on the Path to College (K-12)

Using Word Clouds to Engage Students

When I accidentally stumbled upon Wordle, a free and user-friendly web app that lets you group a bunch of words in different shapes, I fell head over heels in love with it!

The end result is so appealing to all types of learners that all my students were captivated every time I put it up on the projector screen.  I would definitely use this for my math class to engage students as soon as they step into the classroom!


Reference
http://www.scholastic.com/teachers/classroom-solutions/2012/03/making-wordle-work-you-beyond-word-clouds-101

Weekly Math Workshop Schedule

Source: https://sites.google.com/a/orange.k12.nc.us/zatt/math-workshop-1

Monday	Tuesday	Wednesday	Thursday	Friday
Introduction Day New concepts/skills Whole group Instruction	Station Rotations Small Groups Independent Practice	Station Rotations Small Groups Independent Practice	Station Rotations Small Groups Independent Practice	Reflection/ Review Day

Heart Word Cloud

http://corneroncharacter.blogspot.com/2012/09/21st-century-social-contracts.html

Blow Bubbles to Learn about Mode, Median, Mean, Diameter and Circumference

http://www.scholastic.com/teachers/classroom-solutions/2010/03/circumference-bubbles-too-much-fun

Often teaching circumference can be a bit, well, boring. This time of year I try to incorporate as many manipulatives in math as possible. So when it comes to teaching circumference, I use bubble solution, straws, and rulers to ramp up the process.

This activity as been around for a long time; however, I incorporate modes of central tendency as a review with this activity. All your students will need is something to record data on (or provide a lab sheet for them), calculator, and pencil. Here are the basic steps my students follow:
1. Completely clear desk surface.
2. Pass out straws, rulers, and pour about a tablespoon of bubble solution on each student’s desk.
3. Remind students to dip the straw in the solution as well before gently blowing air into the bubble solution on their desks.
4. Students should blow until a bubble forms and pops. When the bubble pops it will leave a ring on the surface of the desk.
5. Students will have to estimate the center of the circle and then use the ruler to either estimate the diameter or radius of the circle.
6. Record data (diameter or radius) for 10-15 bubbles.
7. Students should then return to data and make the calculations for circumference for each circle.
8. After completing the calculations, students can then calculate mean, median, mode, and range for the data set.
Challenge: For additional fun, have the students try blowing bubbles inside of bubbles and measuring the diameters and circumferences.

Chances of Success

http://pinterest.com/pin/252201647853214680/

Instead of I Don't Know

http://pinterest.com/pin/252201647853378876/

The S.C.I.E.N.C.E. behind a successful student

http://pinterest.com/pin/252201647854990931/

Lesson Outline for "212: The Extra Degree"

Source: http://alex.state.al.us/lesson_view.php?id=31032

This lesson provided by: Author: Elaine Haskins System: Homewood City School: Homewood High School

Title:	You Can Do It!

Overview/Annotation: A great pep talk, this lesson will provide motivation and inspiration to students through a web-based video and group reflection time.  Students will discuss obstacles to reaching goals and ways in which to overcome those obstacles.  This brief lesson is rich with opportunity for a counselor or teacher to encourage high school students students.  Using this lesson when semester exams or other stressful times are approaching would be a good idea! Primary Learning Objective(s): Students will understand the meaning of being encouraged, ways to stick to a goal, the value of encouraging others, and the importance of overcoming obstacles. Additionally, students will have an opportunity to apply their understanding by reflecting on the "212 - The Extra Degree" video as a whole class.  In small groups, students will discuss their own experiences setting goals and struggling with obstacles to overcome and achieve. Finally, students will learn the importance and methods to motivate others to succeed. Approximate Duration of the Lesson: 31 to 60 Minutes  Materials and Equipment: Sample motivational quotes and sayings Motivational Corner Inspiration Quotes Daily Quotes Poster board or construction paper and markers Pre-planned list of small groups of students Slips of paper with questions to guide small group discussions Technology Resources Needed: Computer with Internet access and speakers; Digital projector and screen Background/Information: Counselor/facilitator prep - search for motivational quotes and sayings (or use the attached list as a reference).  Create a document to project listing the quotes students can include on their motivational poster/sign. View and cue ahead of time the "212 - The Extra Degree" video 212 The Extra Degree Arrange a table in the classroom with markers, poster board, construction paper or plain copy paper Use the class roster to divide students into small groups of 3-4, keeping in mind those students who are more forthcoming in talking about their experience; combine those talkers to students who may be considered shy or quiet. Reflect on and be prepared to share a personal "testimony" or experience about a time when you struggled to overcome a goal, obstacles you faced, people who motivated you, what you heard or saw from others that encouraged you, inward thoughts and feelings that helped you to overcome obstacles and achieve a goal.  Include the use of words like "diligence" and "perseverance" to teach students the meaning and application of those words. Procedure/Activities: Step 1 (5 minutes) Start the "212 - The Extra Degree" video Step 2 (10 minutes) Discuss and reflect on the video as a whole class Questions and prompts include: What keeps you from pusing through to the extra degree?  What do you need to hear or see to help get to "212 degrees"?  What or who has helped motivate and encourage you in the past?  What is success to you?  What does success look like to you now?  What do you think it will look like for you in 5 years?  10 years?  What people or stories in the media, in our community or at school motivate you?  Have you motivated or encouraged someone before?  What did you say or do that helped?  How do you know that person was motivated by you?  Why do you think it's important or valuable to know how to work hard and push yourself?  Do you think perseverance develops quickly or over time?  How does attitude affect your ability to overcome obstacles and achieve goals?  What do you tell yourself that helps keep you going?  What thoughts or feelings get in the way of your goals? Step 3 (10 minutes) Divide students into pre-arranged groups to discuss and reflect more on the questions listed in Step 3.  Give each student group the list of questions to discuss and reflect.  Ask each student in the group to identify the following: 1. a situation in which you needed motivation - who or what helped you?  what was said or done to encourage you? 2. thinking of the same situation - what obstacles got in the way?  what thoughts or feelings did you have when an obstacle got in the way? 3. think of a person that you encouraged - what did you say or do to help them achieve their goals?  What was it like for you to know that you helped someone else? Step 4 (10 minutes) Ask for volunteers to share what they talked about in their small groups.  Use the prompts in Step 3 to guide conversation in the large group. Step 5 (10-15 minutes) Ask students to get paper and markers from the table, and create a motivational poster or sign.  Display quotes and sayings on the interactive white board or screen that students can use on their poster/sign.  Motivational quotes can include those from the "212 - The Extra Degree" video or by searching online for "motivational quotes about perseverance." Step 6 (10 minutes) Ask students to share their motivational signs.  Post them in the classroom or in the hallway outside the classroom. Assessment Strategies: Verbal assessment - students share their personal experiences of overcoming obstacles and helping others by motivating and encouraging them to press forward. Written assessment - students share their motivational sign and post it as well. Remediation: Making the motivational sign - Give a cue to begin work; provide immediate reinforces and feedback; introduce assignments in sequential steps; check on progress; provide clear, concise directions; assign a peer helper Providing verbal responses to discussion/reflection questions - relate the information to the student's experiential base; use concrete examples of concepts before teaching the abstract; provide an overview of the lesson before beginning; require verbal responses to measure comprehension and understanding; assign a peer helper in the small group to encourage other students to respond to discussion/reflection prompts.

212: The Extra Degree

How do teachers use this in the classroom?

Higher Order Thinking/Analogies: I present this as one of my first reading lessons on deeper meaning, or meaning that goes beyond the literal.
Writing Reflection: At the end of the week or on big projects, I have students reflect on whether they truly gave the task their best effort.
Behavior: When the class is going a little crazy, I ask them what degree they think they are living at. This can reset their focus as they all begin to respect the 212 philosophy. This has the most impact if you purposefully label behavior or work as "212" on a regular basis when they do achieve it.
Role Models: Throughout the year we nominate people to put on the 212 poster. These may be celebrities, book characters, or historical figures. When someone has a nomination, we must come up with several examples of what qualifies that person as 212 degrees. We vote and decide whether the person is a worthy role model. This keeps students on the lookout for 212 behavior all year long. By the end of the year the 212 poster is littered with names of role models on sticky notes. People we have included in the past are Jackie Robinson, Martin Luther King Jr., Lance Armstrong, Oprah, Mark Deldin (our superintendent), Brian Robeson (character in Hatchet). Last year we actually voted to take Tiger Woods off of the wall. Great class discussions are often sparked by this key poster. Own It: We truly own the 212 philosophy in Studio 24. Much like the Notre Dame players who touch the "Play Like a Champion" poster before each and every game, we touch the 212 poster each and every time we enter the room. I tell them they may only touch it if they truly are trying to live it. A great consequence I have offered in the past is, "You are not allowed to touch the 212 poster until you show me your behavior has improved." You would have thought I canceled this kid's Christmas. That is how much we own and respect 212 in Studio 24.



How Students Can Apply 212 Attitude onto School Life

• Turning Work in on Time 
• Exemplary Behavior Everywhere 
• Goes Out of Their Way to Help Peers 
• Good Grades and/or improvement; Always Shows Effort 
• Active and/or Involved in the Community 
• Leadership Accomplishments: Academic, Athletic, or in the Community 
• Attendance (School) 
• Positive Attitudes Toward Others 
• Honest and Trustworthy 
• Cooperative and Dependable 
• Helpful to Teachers 
• Positive Attitude Toward School 
• Considerate of Others Feelings

Math Journal Prompts

http://pinterest.com/pin/286189751293763823/

Student-led Parent-Teacher Conference

http://www.scholastic.com/teachers/classroom-solutions/2010/11/student-led-parent-teacher-conferences

Why Student-Led Conferences?

• Alleviates student anxiety
• Allows the students time to reflect and be responsible for their academic progress
• Allows the student to see that the parents and teacher are working together
• Allows the students to have input into their academic or personal goals
• Allows the students to develop oral communication skills
• May increase parental attendance to conferences

Critical Thinking - Daily Reflection

http://www.scholastic.com/teachers/top-teaching/2013/04/critical-thinking-activities-fast-finishers-and-beyond

For these, students write down something that they are taking away with them from the day. It might be a concept they have learned, something that finally makes sense to them, or a question they are still pondering. Some students add their daily reflection to the board during the school day when they are finished with their work; however, time is always given at the end of the day before clean-up time for all students to add their reflection.

Critical Thinking - Think Math

http://www.scholastic.com/teachers/top-teaching/2013/04/critical-thinking-activities-fast-finishers-and-beyond

Every three or four days I put a new “answer” on our class Think Math board.  As soon as a new question goes up, students are eager to write a question that matches the answer on a sticky note and place it on their class number. The boys and girls in my class love the open-endedness of this activity, perhaps because they know there are as many different correct answers as there are students. While this might seem like a relatively easy task for students, it takes several weeks of modeling and going over correct answers before the majority of students are able to correctly write number stories that match the answers.

Area and Perimeter of Name Banners and Centimeter Grids

http://www.scholastic.com/teachers/top-teaching/2012/12/10-hands-strategies-teaching-area-and-perimeter

First they use the square centimeter graph paper to write out their names. Next they find the area and perimeter of each letter and add those together to find the area and perimeter of their entire name. Students love to compare the sizes of their letters and names. Having your students in cooperative groups for this is key because when one student has trouble visualizing how a letter m can be made out of squares, a group member is always there willing to lend a hand.

Using the same square centimeter grid above, students get in touch with their inner artists as they create pieces of artwork and then determine their area and perimeter.

Area and Perimeter of Spelling Words

http://talesofateachaholic.blogspot.com/2012/06/fab-five-for-friday-and-area-and.html

Students begin by writing their words in the boxes. I remind them it's kind of like writing when in Kindergarten with the lined paper. Tall letters go up to the roof, and letters like p and q go downstairs tot he basement.

Students then must outline each word with a  highlighter or marker. This is where many students make mistakes, so its important for them to go slowly. They outline only the boxes that have writing in them.

Then, they find the area and perimeter of each word. I have my students label each side for the perimeter then cross it off as they add them up..so they don't get confused. 

Daily 5 Math - 1st Grade

http://www.lesd.k12.az.us/webpages/jgrochocki/daily.cfm

Daily 5 Math Choices

Paper Practice

• When students choose Paper Practice allows students to choose what they're the most comfortable with. Students may also choose something that they want more practice on and may bring it to their assigned time during Tools w/Teacher. This area of study is done alone at their desk.

Fact Games

• When students choose Fact Games they work out of the Fact Games drawers.  Students work on review skills at this time.  Review skills consist of one digit addition/subtraction flashcards, graphing objects, dice games and number practice. Students use the computer games to practice specific skills. All bags have directions inside.  Students read the directions before starting. Students go to the carpet to ensure visibility.  This helps with classroom management!  I have tape on my carpet for a seating chart.  Students work within the lines and maintain a sense of space with their game pieces.  It does help them stay organized!

Math Tools with Teacher

• Teacher uses the computers as a waiting area.  Students are called from the station to work with the teacher.
• I have three computers set up at the counter.  This allows students to focus skills while waiting to receive intervention with the teacher. Students are also allowed to use the math book bin and sit in the giraffe and explore the environmental print in math.

Problem Solving

• Problem Solving is a great way to incorporate writing into math.  Students may choose one yellow cards at their desk, easels or choose to work on the problem of the week.  Either way students are given the opportunity to write and create during this time. Students are also given the opportunity to create their own problem to share with other students at the end of our sessions.

Number Building Strategy

• Students work with numbers using a listening center.  They work on current and spiraled skills to enhance number sense concepts.  Students need to have a strong base of number sense to ensure success in addition, subtraction, multiplication and division skills. This is an amazing new choice which allows students to work on numbers in an interactive way.

Week by Week Math Essential - Math Learn North Carolina

http://mathlearnnc.sharpschool.com/cms/One.aspx?portalId=4507283&pageId=5051238

Lots of useful math resources for grade 3-5.

Classroom Cheers

http://www.drjean.org/html/monthly_act/act_2004/06_june/06_2004_pdf.html

Lots of awesome ideas to motivate students!

Math Assessment Schedule

Day 1

• Pre-assessment of students' understanding (informal assessment)
• Math Journal Prompt - relate math lesson to real world
• Whole class instruction (informal assessment)
• Math Workshop (informal assessment)

Day 2

• Math Workshop (informal assessment)
• Homework Review (informal assessment)

Day 3

• Quiz or unit test (summative assessment)

Formative vs. Summative

Classroom assessments can include a wide range of options -- from recording anecdotal notes while observing a student to administering standardized tests. The options can be roughly divided into two categories -- formative assessments and summative assessments.

  
Formative assessments are on-going assessments, reviews, and observations in a classroom. Teachers use formative assessment to improve instructional methods and student feedback throughout the teaching and learning process. For example, if a teacher observes that some students do not grasp a concept, she or he can design a review activity or use a different instructional strategy. Likewise, students can monitor their progress with periodic quizzes and performance tasks. The results of formative assessments are used to modify and validate instruction.

 
Summative assessments are typically used to evaluate the effectiveness of instructional programs and services at the end of an academic year or at a pre-determined time. The goal of summative assessments is to make a judgment of student competency after an instructional phase is complete. For example, in Florida, the FCAT is administered once a year -- it is a summative assessment to determine each student's ability at pre-determined points in time. Summative evaluations are used to determine if students have mastered specific competencies and to identify instructional areas that need additional attention.

The following table highlights some formative and summative assessments that are common in K12 schools.

Formative Assessments	Summative Assessments
Anecdotal records	Final exams
Quizzes and essays	Statewide tests (FCAT)
Diagnostic tests	National tests
Lab reports	Entrance exams (SAT and ACT)

Source: http://fcit.usf.edu/assessment/basic/basica.html

K-5 Drama Curriculum

Source: http://www.childdrama.com/curricintro.html

OVERVIEW

Students will:
I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.
B.)  Develop sensory awareness.
C.)  Develop personal creativity.

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.
B.)  Cooperate in teams to solve problems..
C.)  Place self in other contexts--walk in others' shoes.

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and connect performance forms.
B.)  Analyze and explain personal preferences and personal resources.

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.
B.)  ACT/role-play.
C.)  DIRECT classroom theatre.
D.)  DESIGN environments for theatre.

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.)  Use role-play to place self in other contexts.
B.)  Recognize the role of theatre, film, television and other media in daily life.

VI.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects.
B.)  Create theatre based on themes from other subjects.
C.) Do research.

CURRICULAR GOALS OUTLINE

Students will:
I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.)  Develop rhythmic sense.
2.)  Analyze and imitate physical movement.
3.)  Express moods and concepts through movement.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.
2.)  Recall and express personal sensory experiences.
3.)  Incorporate sensory information into story.

C.)  Develop personal creativity.

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.

1.)  Improvise group scenes and dialogue.
2.)  Observe and criticize one another's work.

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.
2.)  Interact within dramatizations.

C.)  Place self in other contexts--walk in others' shoes.

1.)  Draw parallels between drama activities and real life.
2.)  Use drama as metaphor.

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and connect performance forms.

1.)  View and discuss live theatre performances.
2.)  Describe the aspects of visual art, music and dance that exist in theatre.
3.)  Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.
4.)  Recognize and analyze important dramatic concepts.

B.)  Analyze and explain personal preferences and personal resources.

1.)  Identify and describe the visual, aural, and kinetic elements of dramatic performances.
2.)  Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.
3.)  Articulate personal emotional responses to dramatic performances.
4.)  Analyze their own and peers' dramatizations and put forth constructive ideas for improving both the product (result) and the process of getting to the product.

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

1.)  Plan and record improvisations based on personal experience, imagination, literature and history.
2.)  Collaborate to select and create characters, situations, and environments.
3.)  Improvise dialogue.
4.)  Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.
2.)  Imagine and clearly describe characters.
3.)  Use variations in movement and voice for different characters.
4.)  Remain in role while contributing to the furtherance of a story.

C.)  DIRECT classroom theatre.

1.) Collaboratively plan and prepare improvisations and other classroom dramatizations.
2.)  Supervise one another in personal projects and in group scenes.

D.)  DESIGN environments for theatre.

1.)  Visualize environments and create designs to communicate locale and mood.
2.)  Collaborate to create playing spaces for classroom theatre.
3.)  Organize materials for costumes, sets, props and lighting.
4.)  Make aesthetic choices in selecting movement, music and other sound, and visual elements to enhance the mood of dramatizations.

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.)  Use role-play to place self in other contexts. B.)  Recognize the role of theatre, film, television and other media in daily life.

1.)  Identify and compare similar characters and situations in stories and dramas from various cultures.
2.)  Discuss how theatre reflects life.
3.)  Identify and discuss reasons for creating dramas.
4.)  Identify and discuss reasons for attending theatrical performances, and for viewing other media.

VI.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects. B.)  Create theatre based on themes from other subjects.
C.)  Do research.

1.)  Communicate information to peers about people, places, times, and events related to dramatizations.
2.) Answer questions necessary for the creation of theatre by researching characters, history, etc.

CURRICULAR GOALS OVERVIEW

Fifth Grade Students will:
I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.) Develop rhythmic sense.
2.)  Analyze and imitate physical movement.
3.)  Express moods and concepts through movement.
4.)  Build story from movement ideas.
5.)  Create clear movement forms to express specific concepts and ideas.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.
2.)  Recall and express personal sensory experiences.
3.)  Incorporate sensory information into story.

C.)  Develop personal creativity.

1.)  Create original dialogue.
2.)  Create complex dramatic forms, involving movement, sound and text.
3.)  Create stories from musical and movement sources, and from other sensory information.
4.)  Write original short plays.
5.)  Write letters and other artifacts for role drama.

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.

1.)  Improvise group scenes and dialogue.
2.)  Observe and criticize one another's work.

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.
2.)  Interact within dramatizations.
3.)  Plan and execute complex scenes.

C.)  Place self in other contexts--walk in others' shoes.

1.)  Draw parallels between drama activities and real life.
2.)  Use and understand metaphor.
3.)  Use drama as metaphor.

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.)  View and discuss live theatre performances.
2.) Describe the aspects of visual art, music and dance that exist in theatre.
3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.
4.)  Recognize and analyze important dramatic concepts, including:
5.)  Understand the relationship between audience and performer.

B.)  Analyze and explain personal preferences and personal resources.

1.)  Identify and describe the visual, aural, and kinetic elements of dramatic performances.
2.)  Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.
3.)  Articulate personal emotional responses to dramatic performances.
4.)  Analyze their own and peers' dramatizations and put forth constructive ideas for improving both the product (result) and the process of getting to the product.
5.)  Predict plot resolution in dramatic forms.
6.)  Analyze plot and narrative through-line.

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

1.)  Plan and record improvisations based on personal experience, imagination, literature and history.
2.)  Collaborate to select and create characters, situations, and environments.
3.)  Improvise dialogue.
4.)  Improvise monologue.
5.)  Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.
6.)  Create situations involving tension and dramatic action.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations.
2.)  Perform theatrical literature.
3.)  Imagine and clearly describe characters.
4.)  Make clear choices in creating and presenting characters and actions.
5.)  Use variations in movement and voice for different characters.
6.)  Remain in role while contributing to the furtherance of a story.

C.)  DIRECT classroom theatre.

1.)  Collaboratively plan and prepare improvisations and other classroom dramatizations.
2.)  Direct a partner in monologue performance.
3.)  Make clear choices in honing performances.
4.)  Organize rehearsals and performances independently.

D.)  DESIGN environments for theatre.

1.) Visualize environments and create designs to communicate locale and mood.
2.) Collaborate to create playing spaces for classroom theatre.
3.)  Organize materials for costumes, sets, props and lighting.
4.)  Make aesthetic choices in selecting movement, music and other sound, and visual elements to enhance the mood of dramatizations.
5.)  Explore rhythm, balance, emphasis, contrast, and unity in created environments.
6.)  Make clear choices in selecting scenic and other elements.

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.)  Use role-play to place self in other contexts.

1.)  Create drama from concepts from social studies, English, science, etc.
2.)  Participate in role drama.

B.)  Recognize the role of theatre, film, television and other media in daily life.

1.)  Identify and compare similar characters and situations in stories and dramas from various cultures.
2.)  Discuss how theatre reflects life.
3.)  Identify and discuss reasons for creating dramas, including:
4.)  Identify and discuss reasons for attending theatrical performances, and for viewing other media, including:
5.)  Identify and understand the role of the audience in a live theatrical production, and how it differs from the role of the audience at other media.

VI.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects. B.)  Create theatre based on themes from other subjects.
C.)  Do research.

1.)  Communicate information to peers about people, places, times, and events related to dramatizations.
2.)  Answer questions necessary for the creation of theatre by researching characters, history, etc.
3.) Relate specific information learned through research to specific choices in design, acting, writing or directing.

CURRICULAR GOALS DETAILED OUTLINE

Fifth Grade Drama Students will:
I.)  DEVELOP INTERNAL AND EXTERNAL PERSONAL RESOURCES

A.)  Develop body awareness and spatial perception.

1.) Develop rhythmic sense.

a.) Play fast-paced improvisation games.
b.) Play "I'm _____ and I _____."

2.)  Analyze and imitate physical movement.

a.) Learn complex mirror games and exercises.
b.) Analyze body language.
c.) Create character through careful control of locomotor movement.
d.) Create abstract movement.

3.)  Express moods and concepts through movement.

a.) Understand and create expressive movement.
b.) Master pantomime skills.
c.) Design clear linear pantomime stories.

4.)  Build story from movement ideas. 5.)  Create clear movement forms to express specific concepts and ideas.

B.)  Develop sensory awareness.

1.)  Analyze and imitate sounds.

a.)  Use sound effects in dramatizations.
b.)  Create original sounds.
c.)  Write stories from sound and musical sources.

2.)  Recall and express personal sensory experiences.

a.)  Learn guided imagery exercises.

3.)  Incorporate sensory information into story.

a.)  Create fully realized sensory environments through pantomime and dialogue.
b.)  Build story from sound or musical sources.

C.)  Develop personal creativity.

1.)  Create original dialogue. 2.)  Create complex dramatic forms, involving movement, sound and text.
3.)  Create stories from musical and movement sources, and from other sensory information.
4.)  Write original short plays.
5.)  Write letters and other artifacts for role drama.

II.)  DEVELOP INTERPERSONAL SKILLS AND AWARENESS

A.)  Join with and respond to others in group dramatic activities.

1.)  Improvise group scenes and dialogue.

a.)  Improvise pantomime and spoken scenes.
b.)  Imitate movement.
c.)  Imitate sounds.
d.)  Play spontaneous improvisation games.

2.)  Observe and criticize one another's work.

a.)  Learn formal criticism techniques.
b.)  Understand the difference between description and prescription.
c.)  Critique sensitively and honestly.

B.)  Cooperate in teams to solve problems.

1.)  Master mirror techniques.

a.)  Create group mirror improvisations.

2.)  Interact within dramatizations.

a.)  Respond without planning to one another's improvisations.
b.)  Play cooperative games.
c.)  Participate in role drama.

3.)  Plan and execute complex scenes.

a.)  Brainstorm ideas without coaching.
b.)  Make clear choices.
c.)  Follow through on plans and decisions.

C.)  Place self in other contexts--walk in others' shoes.

1.)  Draw parallels between drama activities and real life.

a.) Create drama from concepts from social studies, English, science, etc.
b.) Master conflict resolution improvisations.

2.)  Use and understand metaphor. 3.)  Use drama as metaphor.

III.)  DEVELOP AESTHETIC SENSITIVITY AND THEATRE SKILLS

A.)  Compare and contrast performance forms.

1.)  View and discuss live theatre performances.

a.)  Engage in formal criticism of live theatre, including Upper School Children's Play and other performances as available.
b.)  Discuss the way the chosen media affects the way ideas are expressed, and changes the ideas themselves.

2.) Describe the aspects of visual art, music and dance that exist in theatre.

a.) Discuss scenery and costumes.
b.) Discuss problem-solving as it applies to productions seen and to speculative productions.
c.) Discuss movement and rhythm onstage.
d.) Discuss special effects and visual metaphor.
e.) Discuss music or other aspects of production as they apply.

3.) Compare the ways ideas and emotions are expressed in theatre, television and film, dance, music, and visual art.

a.) Discuss the performances of actors in productions seen.
b.) Discuss the ideas conveyed, and how they were conveyed.
c.) Compare theatre to film, television, and books.
d.) Compare theatre to music and visual art as analogous forms.

4.)  Recognize and analyze important dramatic concepts, including:

a.)  Dramatic Action.
b.)  Character.
c.)  Conflict.
d.)  Resolution.
e.)  Playwright.
f.)  Director.
g.)  Designer.
h.)  Suspension of Disbelief.
i.)  Representation vs. Presentation.

5.)  Understand the relationship between audience and performer.

a.)  Analyze the behavior of particular audiences.
b.)  Discuss and analyze the effects of publicity, programs, and other literature accompanying theatre.

B.)  Analyze and explain personal preferences and personal resources.

1.)  Identify and describe the visual, aural, and kinetic elements of dramatic performances. 2.)  Explain how the characters' situation, needs, goals, etc. are similar to or different from their own.

a.)  Discuss subtext.

3.)  Articulate personal emotional responses to dramatic performances.

a.) Discuss favorite moments and characters and why they were so.
b.) Discuss parts that were hard to believe or enjoy.
c.) Discuss parts that called for specific emotional responses.

4.)  Analyze their own and peers' dramatizations and put forth constructive ideas for improving both the product (result) and the process of getting to the product.

a.)  Learn and use formal criticism techniques.

5.)  Predict plot resolution in dramatic forms. 6.)  Analyze plot and narrative through-line.

IV.)  CREATE THEATRE THROUGH ARTISTIC COLLABORATION

A.)  Create/WRITE scripts.

1.)  Plan and record improvisations based on personal experience, imagination, literature and history. 2.)  Collaborate to select and create characters, situations, and environments.
3.)  Improvise dialogue.

a.)  Create original and fully realized characters and situations through dialogue.

4.)  Improvise monologue. 5.)  Formalize improvisations by writing or otherwise recording the dialogue, stage directions, etc.

a.)  Write original short plays.

6.)  Create situations involving tension and dramatic action.

B.)  ACT/role-play.

1.)  Assume roles and interact in improvisations. 2.)  Perform theatrical literature.

a.)  Perform short monologues.
b.)  Perform simple scenes.

3.)  Imagine and clearly describe characters. 4.)  Make clear choices in creating and presenting characters and actions.
5.)  Use variations in movement and voice for different characters.
6.)  Remain in role while contributing to the furtherance of a story.

C.)  DIRECT classroom theatre.

1.)  Collaboratively plan and prepare improvisations and other classroom dramatizations.

a.) Rehearse individual performances collaboratively.

2.)  Direct a partner in monologue performance. 3.)  Make clear choices in honing performances.
4.)  Organize rehearsals and performances independently.

D.)  DESIGN environments for theatre.

1.) Visualize environments and create designs to communicate locale and mood.

a.) Arrange room furniture to assist in improvisations.
b.) Create visual art for presentations and original plays.
c.) Create speculative designs for environments.

2.) Collaborate to create playing spaces for classroom theatre.

a.) Brainstorm ideas for classroom projects.
b.) Work at home to create props and set pieces.

3.)  Organize materials for costumes, sets, props and lighting. 4.)  Make aesthetic choices in selecting movement, music and other sound, and visual elements to enhance the mood of dramatizations.
5.)  Explore rhythm, balance, emphasis, contrast, and unity in created environments.
6.)  Make clear choices in selecting scenic and other elements.

V.)  RELATE DRAMA TO ITS LARGER CONTEXT

A.)  Use role-play to place self in other contexts.

1.)  Create drama from concepts from social studies, English, science, etc. 2.)  Participate in role drama.

B.)  Recognize the role of theatre, film, television and other media in daily life.

1.)  Identify and compare similar characters and situations in stories and dramas from various cultures. 2.)  Discuss how theatre reflects life.
3.)  Identify and discuss reasons for creating dramas, including:

a.)  Political tool.
b.)  Religious celebration.
c.)  Entertainment.
d.)  Art.
e.)  Economic concerns.

4.)  Identify and discuss reasons for attending theatrical performances, and for viewing other media, including:

a.)  Learn about others.
b.)  Participate in culture.
c.)  Social concerns.
d.)  Entertainment.

5.)  Identify and understand the role of the audience in a live theatrical production, and how it differs from the role of the audience at other media.

VI.)  USE DRAMA AS A LEARNING TOOL

A.)  Use role-play to place self into the context of other subjects. B.)  Create theatre based on themes from other subjects.
C.)  Do research.

1.)  Communicate information to peers about people, places, times, and events related to dramatizations.

a.)  Make formal written analysis of characters for performance.

2.)  Answer questions necessary for the creation of theatre by researching characters, history, etc. 3.) Relate specific information learned through research to specific choices in design, acting, writing or directing.

Tame The Test Tiger - Test Taking Strategies for K-5

http://savvyschoolcounselor.com/8-tips-new-test-takers-should-know/

• Be Prepared- This flap is where the students wrote important things to do like getting a good nights rest the night before and having a good breakfast the morning of the test.  They also included having number two pencils .
• Reframe Your Thinking- Some students don’t believe they can do well on the test.  This flap includes positive self-talk such as  ”I can do it” and “I am ready for the test.”
• Stop, Look, and Listen- This flap reminds the students to be still, look at the test administrator, and listen to the directions.
• No Fear- Many third graders are nervous about the unknown.  They also fear they will not go to fourth grade if they don’t pass.  As they wrote notes on the back of this flap about not being afraid and doing their best, I told them that these tests are just a small piece of data used to determine whether or not they will go to the next grade.  I also told them it is important to work hard throughout the school year because their quarterly grades are just as important.
• Plug it In- This flap reminds students to use each of the multiple choice answers to fill in the blank.  Some won’t make sense and will help them narrow their choices down.
• Jail the Detail- This flap reminds the students to circle or underline the key words in a test question.  They can look for the key words in the reading passage or determine how to solve a math problem by using this tip.
• Stash the Trash- Many times, there are sentences included in test questions that really aren’t important.  This tip reminds students to cross out any unnecessary information.  This includes answer choices they already know don’t belong. This tip can also be called “Slash” the Trash.
• Zap the Maps- Students sometimes don’t look closely at keys and legends on standerdized tests.  They will see a chart with four triangles and say the answer is four. However, one triangle equals 3 according to a key near the chart.  This makes the answer twelve.  This tip reminds them to pay attention to the key of a chart, graph, or map.
• Pace Yourself- Our students are given PLENTY of time to take their tests.  That being said, they need to pace themselves.  This just means not rushing through the test and also watching the time and making sure they are not going too slow as well.
• Check it out- This last flap reminds students to check over their answers when they have completed the test if there is time left.  If they have a bubble sheet, it’s also good to check it for stray marks.

Recipe for Test Success

2 scoops of effort
3 scoops of determination
1 scoop of curiosity
3 scoops of focus
2 scoops of thinking
1 scoop of believing in yourself
2 scoops of doing your best
1 scoop of pride in yourself

Method: Mix everything together with a gentle hand.  Combine with a good night sleep and a healthy breakfast. Smile!

Source: http://thinkingofteaching.blogspot.com/search/label/Teaching%20Blogs

Role on the Wall - Tableau

 

http://thinkingofteaching.blogspot.com/search/label/Drama

1. how the character feels about him/herself 
2. how the character feels about other people 
3. what other people think about the character 
4. his/her likes and dislikes 
5. his/her history 
6. his/her dreams or regrets

Last year I used this strategy as a pre-reading strategy with my grade 4s. We drew the outline of a Grade 4 student and did some brainstorming. We discussed how this person would feel on the first day of school and wrote down all their feelings on the inside of the body outline (nervous because they are at a new school, excited to see their friends again, sad that summer was over, etc). On the outside of the character we wrote down all things that influence how students feel on the first day (new school, new grade, new teacher, friend moved away, etc). Once we had done this we read "First Day Jitters" by Julie Danneberg.

It was great! The students were really excited that story had a twist at the end and we added new ideas to our chart. We then discussed how we can choose how we handle new situations and our excitement about school, etc!

Thinking about how I might use this strategy in the future I came up with the following ideas:
- character education- reading and discussing picture books related to the month's focus trait
i.e. The Giving Tree by Shel Silverstein- have the children brainstorm how the tree felt and what was causing the tree to feel that way
- cause and effect in a novel
- debates
- point of view

Professional Books For Newbie and Veteran Teachers

Must Read

• 212: The Extra Degree.  Sam Parker. (Motivation theme)
• ... And with a Light Touch: Learning about Reading, Writing, and Teaching with First Graders.  Carol Avery and Donald Graves.
• First-Year Teacher's Survival Kit.  Julia G. Thompson.
• See Me After Class: Advice for Teachers by Teachers.  Roxanna Elden.
• Teach Like a Champion: 49 Techniques that Put Students on the Path to College. Doug Lemov.
• The First Days of School: How to be an Effective Teacher.  Harry Wong.
• There Are No Shortcuts.  Rafe Esquith.
• Yardsticks: Children in the Classroom Ages 4-14 : A Resource for Parents and Teachers. Chip Wood.

English/Language Arts

• Mosaic of Thought: Teaching Comprehension in a Reader's Workshop. Ellin Oliver Keene, Susan Zimmermann and Donald Graves.

Math

• Dinah Zike's Big Book of Projects: How to design, develop and make projects, from kindergarten through college.
• Family Math.  Jean Kerr Stenmark, Virginia Thompson, Ruth Cossey and Marilyn Hill.
• Family Math: The Middle School Years, Algebraic Reasoning and Number Sense.  Virginia Thompson, Karen Mayfield-Ingram and Ann Humphrey Williams.
• So You Have to Teach Math? Sound Advice for K-6 Teachers.  Marilyn Burns and Robyn Silbey.

Science

• Dinah Zike's Big Book of Science Elementary K-6.
• Inquiring Within: Implementing Inquiry-Based Science Standards.  Douglas Llewellyn.
• Stop Faking It! Finally Understanding Science So You Can Teach It.  William C. Robertson.
• Teaching Physics with Toys: Hands-On Investigations for Grades 3-9.  Beverley A.P. Taylor.
• Teaching Science with Interactive Notebooks.  Kellie Marcarelli.
• Tools & Traits: Highly Effective Science Teaching, K-8.  Jo Anne Vasquez.
• The Amazing Earth Model Book: Easy-to-Make, Hands-on Models That Teach.  Donald M. Silver and Patricia J. Wynne.
• The Human Side of Science.  Grove Wilson.
• The Weather Book: An Easy-to-Understand Guide to the USA's Weather.  Jack Williams.

Pentominoes - Math Game

Students can play this game as one of the Math 4 Corners strategy games.


Extra Challenge: Students cover a 3x5 index card using 3 different pentomiones. The first one to complete this task wins!

Reference:
http://tdittrich.blogspot.com/2013/05/spatial-visualization-with-pentominoes_10.html
http://mesmrswhitesclass.blogspot.com/2012/05/week-36.html

Morning Routine

Our Morning Routine

1. Take the following out of your bag:

• planner
• snack
• communication folder
• lunchbox (if you brought one)
• library book (if it is your library day)

2. Enter the classroom and walk directly to your seat.

3. Place your folder in the bin.

4. On library day, place your library book on top of the lockers.

5. Get a book from the library and begin reading silently before the nasheed ends.

Hand Signals for Group Time

http://clutterfreeclassroom.blogspot.com/2011/09/hand-signals-to-make-group-time-more.html

The letter I represents, "I have a question."

The letter A represents "answer."

The letter C represents "comment."

There are two benefits to this. The obvious is that I know what they are going to contribute and can call on someone with an answer vs a comment if I am looking for an answer. It also lets me know who has a legit question as opposed to who wants to tell me something that may or may not relate to the topic.

The other benefit is that it allows the students to identify what they want to say. It makes them aware and really cuts down on distraction and commentary that can set us off task. They don't just shoot their hand up. I've also found that it eliminates the raised hand followed by, "uuhhhh...I forget."

You know how a student will say something and 15 other hands shoot up because they make a connection? The "me too" sign allows those 15 youngsters to let you and everyone in the room know that they also did whatever the speaker did or that they also like whatever the speaker likes. It's a great way to keep everyone on task, yet it lets them "be heard."

Hand Signals for Minimal Interruptions

http://clutterfreeclassroom.blogspot.com/2011/09/hand-signals-classroom-management.html

We use hand signals so we don't disturb our friends
1 - Bathroom
2 - Tissue
3 - Pencil
4 - Water
5 - Question

"I ask that they do not request to get a drink or use the bathroom (unless it is an emergency) during read alouds, whole group instruction, or when they are working in a small group with me so that they do not miss part of a lesson. It is important to discuss what an actual emergency entails or you will have your friends claiming that it is always an emergency. The majority of my instruction is done in the form of shorter mini-lessons so this is never a problem. 

By using the hand signals, students are able to let me know what they need by holding up a specific number of fingers. I am able to simply look at them and nod to acknowledge their request. I can do this without stopping what I am doing. This is important as I am frequently working with other students.

In the past I have experimented with simply allowing them to move around as needed, but there were always a few students who took advantage of that. They would get off task and wander the room to get a drink or a tissue to avoid working on something. This then distracted others from their work. The hand signals are an added step to prevent off task behaviors. Knowing that I am aware of their actions eliminates impulsive behaviors associated with wandering."

Beat the Calculator - Math Game

http://greatmathsgames.com/calculator-games/item/24-calculator-game-beat-the-calculator.html

How to Play:

1. Three children sit in a group, one with a calculator, one with the multiplication cards & one scorer.

2. The child with the cards calls out an algorithm from the pack & the child with the calculator MUST input the full algorithm and CANNOT call out the answer until it appears on the calculator screen. The student without the calculator can call out the answer as soon as they have worked it out mentally.
3. The caller decides who was first to answer & a tally is kept.
4. The winner is the first to ten.
5. Swap roles.

 

Possible Variations:

Whole class activity, math station activity, use the
calculator’s constant function (8 x x = ), children write their own cards,

Reflections:

- Which is the most efficient strategy?
- What ‘self talk’ is preventing you from getting the answer?
- What emotions are you feeling in the game? Are they helping or hindering? -
- How can we build confidence?
- What challenges still face you in this game?
- How will you overcome these challenges if any?

Idea for Math Workshop Schedule

Class Size: 20-22 students

Katie Lately: When the kids come in they grab a popsicle stick with a number on it. That is there number for the day. When we start Math Workshop, they go by the schedule of their number. (Ex. If I am a #2, I will go to At your desk first, then Math facts, then Hands on, then Teachers Chair) Basically its their schedule for the class. In each station I give them choices on what they can do. They are similar things but some may be a high level than others to hit all my learners. So no, they may not do the same activity but it was the same concept. I have the kids work independently in their own seat...it isn't group work even though they may be traveling for the day as a group. I think the various assignments also helps get that point across. 

5-10 minutes: Homework Review

5-10 minutes: Daily Data / Math Read Aloud

5-10 minutes: Whole Class Instruction

MATH Rotations
=======
15 minutes - Rotation 1 (Math facts) = Below-On Level

• Flash Cards, Beat the Calculator, Online Games, Mountain Math, Enrichment Worksheets
• Looks like: paying attention, thinking, focused, work the whole time
• Sounds like:  Voice level 1 and 2

15 minutes - Rotation 2 (At your desk) = On-Above Level

• Independent Practice, Word Problems Practice, Daily Moose, Mathematical Definitions
• Looks like: stay on task, no cheating, work the whole time
• Sounds like: Voice level 0

15 minutes - Rotation 3 (Teacher's Choice) = Below Level

• Teacher (Model concepts with Math Manipulatives, Practice math concepts with whiteboards, Remediate and Accelerate as needed, Small group or one on one testing if needed.)
• Looks like: paying attention, stay focused, work the whole time
• Sounds like: Voice level 3

15 minutes - Rotation 4 (Hands on) = On-Above Level

• Math 4 Corner (Fact Games, Number Games, Strategy Games and Paper Practice)
• Looks like: listen to partner, follow the rules, work the whole time
• Sounds like: Voice level 1 and 2

http://mathworkshopadventures.blogspot.jp/2012/01/4-stations.html

http://www.dots-n-spots.com/?p=1466

mathworkshopadventures.blogspot.jp/2012/01/4-stations.html

This Math Station Sheet cuts down on copies and holds students accountable for the work completed at each station. 

At the start of math workshop, we display the teacher's copy of the sheet on the document camera (ELMO).  We fill in the titles for each station together.  Students also decide on the appropriate voice level for each station and write it in the boxes.

As students go to each station, they record information from that station.  For example, today at Fact Practice, students played Bingo Facts.  As they drew cards out of the basket, they recorded the answers on their Math Station Sheet under the Fact Practice station. 

To encourage us as teachers to always have a closure , we included it on the sheet as well. :)  The closure today in Chloe's class was: "I have 6 vertices, and all of my sides are equal in length.  What am I?" In Tabitha's class, students were told to write two attributes of a hexagon.

For the magic rectangle in the top-left corner, students rate their behavior according to the math workshop norms.  They write a 1-5 (1=many improvements needed, 5=keep it up!).

To keep grading simple, we assign a point for each box on the sheet=10 points (1 for the name!)

Reference:
http://www.mswinston.com/Math%20Workshop%203.html
http://clutterfreeclassroom.blogspot.com/2011/08/my-math-workshop-rotation-board-setting.html
http://katielately1.blogspot.com/2011/09/math-worksho.html