I am not sure I could sell tickets to it but my students enjoyed it and so did I! I was teaching a 6th grade math lesson on changing percents, decimals, and fractions. I first started with models that they did in 5th grade and they came up with everything was out of 100 in a partner share. They changed that into a fraction ex. 34/100 and then took their knowledge of decimal place value into a decimal example 0.34. Then they looked up what percent meant and shared per cent or per 100. The students then grouped in 3's to discuss how the model became a %- ex. 34% After we regrouped, the students were given more challenging models and examples like mixed numbers and thousandths example 1 1/2 is 1 50/100; 1.5; which is 150% and 5/1000= .5/100 (half a square); 0.005= 0.5%. Which then were asked to come up with a rule to convert all of them- % into decimal, % into fraction, fraction into decimal and the opposite of all of those. It was amazing how they all came up with the rules to convert. The culmination was a game of spoons where I created cards with fractions, decimals and % modeling several different numbers and they had to get all 3 cards of the same number F, D, % and grab a spoon and as you do in spoons there is a mad dash. The original spoon grabber had to explain their 3 cards and everyone would naturally say I was missing this decimal or fraction or whatever. If the original spoon grabber was correct the one without a spoon got a letter of SPOON. We had so much fun and the next day a quick quiz demonstrated that they had the concept so we played a baseball game that I made that had different levels of problems for 1st base, 2nd base, 3rd base and home run- they could choose what wanted to go for and the bases increased in difficulty and the home runs were the hardest. They physically ran the bases in the classroom and the opposing team could get a strike if they got it wrong and the opposing could get it right. It made everyone work all the problems. We sat in "dugouts", had bases, and got up to bat. A small snack of popcorn was served towards the final inning.
I can't think of a specific lesson, but I try to play games as much as possible. One of the games we play that the kids love is similar to catch phrase. I use it for vocabulary words. The class is divided into two teams. The vocabulary words are printed on cards. Team A goes first. I have the kids sit in circles with their team and 1 child comes to stand by me. I give the child the card and they do the best they can to describe the word to their team without saying what the word is. If the team guesses the word, the child runs back to their spot in the circle and the next child runs up to me. They get 1 minute to guess as many vocabulary words as possible. When the 1 minute is up, it's Team B's turn. The team with the most correct guesses, wins the game. They love the excitement of it. It's a great quick way to review current and past vocabulary words.
A lesson I could have sold tickets to was our cooking show on Constitution Day. My co-teacher and I held a cooking show with the students to make Thomas Jefferson’s Sweet Potato Biscuits. We talked about fractions and had the students help us measure the ingredients. We then made the dough with their help, rolled out the biscuits, and cut them. We baked them in our Home Ec room and, while they were baking, made butter to put on them. It was always a great time, and the students loved being able to cook and try something new.
A lesson that I have taught that I could sell tickets to would be the unit where I teach my students the names and locations of the 50 states. I break down the 50 states into their respective regions and teach them various sayings to remember them. Each state has its own unique saying or slogan to help students remember the name and location. Every time I teach this unit, students are always engaged, excited, and having fun. In this unit in particular I get students to participate who don’t generally participate in group discussions. To wrap up the unit, we focus on the states in the West Region. I challenge students to work together in teams to create their own sayings and slogans to remember the states in that region. Then we decide as a class which ones we want to use to review. I have never seen better team work and collaboration amongst my students because they are eager to try and create the most creative saying to use. This lesson is full of discussions, excitement, and plenty of laughs. Seeing the smiles on their faces during this lesson as they work together is what it is all about.
One of the lessons I could have sold tickets to was teaching a budgeting activity to 6th graders. In the lesson, each student is given an occupation and salary, and they go to five different budget category posters that are posted around the room to help them determine how much they would spend under that category. By the end, they have a rough budget built and they get to determine if they have enough money to make ends meet. Whenever I teach this lesson, I always hand-pick who gets the "teacher" card/salary. One of my favorite moments was when a very dramatic 6th grade boy walks up to his teacher and says, "How do you live life?" nearly falling on the floor with his lack of funds. Ha! At the end of the lesson, I always pull up the top two paying salaries and the lowest two paying salaries (and put the student with the teacher salary in the middle). I ask a variety of follow up questions regarding if they could get all of their needs meet, their wants met, how much they put into savings, etc. I'm often surprised at how some students with the lower salaries actually save more money than those with the highest. I finish by emphasizing why teachers teach. Do they do it for the money? Obviously not! :)
One of the past lessons I have done that could sell tickets to was the Boston Massacre Trial. We did a mock trial. We would need to do more practice of how it would actually go. Students had fun but it was a lot of work for sure. One lesson I have done recently is a Ancient India play. I have kids act out in the classroom but could make it bigger where other could come to watch!
My favorite lessons are always the ones where students can get up, move around, and create, build, or invent something. Every year, we do a physics carnival, and I love watching students get creative. They must either come up with an original game or take a traditional carnival game and build it from scratch. Then, they choose five terms from our physics unit and explain how each one relates to their game and how it is used. I introduce the lesson and explain my expectations, and then they take it from there. It’s so fun to see them be creative and genuinely excited to come to class. Most students really get into it and have a great time.
As a special education teacher, I do not have a lot of time to do big projects with my students, however I do have some awesome SDI minutes with my students and everyday it happens... they feel proud, they get confidence, they are learning and I can see wheels turning by closing those gaps. One lesson I would like to do is doing a unit on table manners and socials skills and be able to take my group to a restaurant to practice them in celebration. Many of my students have not been in a restaurant before that has cloth napkins. I think this would be so fun for them. I do not feel like just because I have not been able to do these large projects, that the small moments of time I have with my students is any less than. I am so proud of how hard they work, and the high expectations I have for them that they meet in regards to their behavior, their work on the skills they need, and our social skills time where we get to know each other and have fun!
A lesson that I could have sold tickets to was a math lesson that had students measuring fish and how to measure it accurately and correctly. This was the final activity/lesson of the unit and in this lesson, students were going “fishing”. I had students sit in a circle and I had blue paper in the middle as the water. I had fish that was from the curriculum and put the fish in the “water”. Students got to go fishing and when they caught a fish, they had to measure the fish to see if it was a keeper. If the fish was a keeper, students got to keep the fish and they got a fish sticker. If the fish was not a keeper, they tossed the fish back in the water. Students really enjoyed this activity and engagement was high!
Answer Beth & Shelly’s interview question: “Tell me about a lesson you have taught that you could’ve sold tickets to."
A lesson that I could have sold tickets to was probably my cardio drumming lesson. I had 20 exercise balls pumped up and on bases. Each exercise ball had a set of drumsticks and a set of noodles. In addition, I had the lights off, music cranked up and it was a party! The students were able to follow along with a video to cardio drumming and they absolutely LOVED it! It was a good time all the while I was able to watch students form sequenced movements and stay with a beat (while also getting cardio in). I have students this year begging to do the lesson again!
Answer Beth & Shelly’s interview question: “Tell me about a lesson you have taught that you could’ve sold tickets to." I think the time I could have sold tickets to would have been a lesson in literature on recognizing the elements of fantasy with my Kindergarten students. The story was the "Three Billy Goats Gruff." We had discussed the elements of real/make believe, the numbers of characters in the story, voice and details of the story. After reading the story, the students were then asked to help act out the story. Not only did we act out the story, we went to the playground and used the bridge in our playground equipment. Of course, different students read the story, others were the voice, others were the goats crossing the bridge, and of course, someone had to be the troll. As the story became more familiar students were more willing to read, act and be involved. They had so much fun, they wanted to have our principal come out watch. After she agreed and they had acted out the story, we went back into the classroom. I was so impressed that they knew the elements of the story and site details. They could tell why the story was make believe, they could identify number elements, they even knew when they changed their voices, it helped them depict/describe the characters. The best thing that was learned was that they could then identify stories of make believe and tell why they were make believe. This carried over to realistic fiction, autobiographies and other stories they read. As far as the laughter and learning that went on, I think we could have sold tickets and would have had others volunteer to be in the lesson. The really cool thing was when they were older and in different grades, they would ask me if I remembered the "Three Billy Goats Gruff" story. They always had smiles on their faces when they would ask. I knew they did, and I did too.
One lesson that I think I could have sold tickets to, would be a science lesson we did on objects that float versus objects that sink, and why. It was a very wet, but very fun lesson in which all the students were engaged and excited. I had different stations set up around the room. Each station had a tub of water and various objects for the students to try. They worked in teams and had to record the results. At the end, we all came back together and went over what they had discovered. Some of the things they had tested had surprising results, and they were amazed.
The teamwork for this lesson went very well, and I had almost every second grade student engaged and participating. It was fun to hear the laughter and the excited voices as they tried the objects, and I enjoyed walking around and observing the different groups.
Toy Tales is a lesson that I could sell tickets to, and also popcorn! As a photo prompt, students are asked to use AV mode (aperture and focus) and toys to create a stop motion movie though consecutive photos. They can team up to create the movie and work collaboratively, which is fun and great team building. They students have an assortment of action figures and toys to select and decide if it will be a comedy, drama, adventure, love story or other genre. Then we put all the photos into a generator to create a GIF to see them move. Every student loves this lesson and I do too. Becuase it is different every time, it never gets old. They also title their movie (GIF) and that bit of writing adds another element.
Agamograph Art Lesson Plan Objective: Students will create a 3D kinetic piece of art that transforms two different images into one, based on the viewer’s perspective. Materials: Two drawings (same size), ruler, pencil, scissors, glue stick, cardstock for the accordion base Step-by-Step Instructions Prepare the Pictures: Create two pictures of the same size (e.g., two 8.5" x 11" sheets). It is recommended to use contrasting colors or themes (e.g., day/night, winter/summer) to ensure a strong visual effect. Divide into Strips: Using a ruler, divide both pictures into equal vertical strips. A 1-inch width works well for most projects. Cut and Number: Cut the strips. Label the back of the strips for Image A (A1, A2, A3...) and Image B (B1, B2, B3...) to keep them in order. Create the Accordion Base: Take a sheet of sturdy cardstock. Fold it in half, then fold the sides into the center, continuing to fold in an alternating (zig-zag) pattern until you have the same number of sections as you have strips. Glue the Pattern (1-2-1-2): Glue the first strip of Picture A (A1) onto the first valley of the accordion. Glue the first strip of Picture B (B1) next to it in the next valley. Continue this pattern (A2, B2, A3, B3...) until all strips are glued down. Final Folding: Once the glue is dry, refold the entire project into a sharp accordion fold. When viewed from the left, it shows the first image; from the right, the second. Students will use their picture and a picture of their hero.
Answer Beth & Shelly’s interview question: “Tell me about a lesson you have taught that you could’ve sold tickets to."
As it was my first year teaching first grade, I don’t feel like I did a ton of lessons that I could have "sold tickets" to; I was just trying to stay afloat with the curriculum, which was new to me, and piloting a new reading program. But I think how you engage the students matters a lot, too.
A math lesson we did recently was about counting groups of items and using various strategies to help the students count large numbers. The students were split into groups and asked to count various "fun" items in the room that they hadn't worked with before (which they thought was awesome!). They were then asked to write on a piece of paper the number of items they had and how they counted them. We then did a "show and tell" for each group where they shared their findings with the class. We clapped for each group, and they were all so proud of their work! It was awesome to see them engaged and excited to share.
I don't know if I could sell tickets to it, but a recent lesson the students enjoyed comes to mind. It was a math escape room on solving multi-step equations. Students entered to a countdown timer, music, and a challenge to solve problems to unlock clues around the room. Every correct solution moved them closer to the final lock. The students were engaged, learning from mistakes, working together, and encouraging each other. They celebrated when they solved the final challenge, and it was fun to see everyone participating and working together.
I am not sure I could sell tickets to it but my students enjoyed it and so did I!
ReplyDeleteI was teaching a 6th grade math lesson on changing percents, decimals, and fractions. I first started with models that they did in 5th grade and they came up with everything was out of 100 in a partner share. They changed that into a fraction ex. 34/100 and then took their knowledge of decimal place value into a decimal example 0.34. Then they looked up what percent meant and shared per cent or per 100. The students then grouped in 3's to discuss how the model became a %- ex. 34% After we regrouped, the students were given more challenging models and examples like mixed numbers and thousandths example 1 1/2 is 1 50/100; 1.5; which is 150% and 5/1000= .5/100 (half a square); 0.005= 0.5%. Which then were asked to come up with a rule to convert all of them- % into decimal, % into fraction, fraction into decimal and the opposite of all of those. It was amazing how they all came up with the rules to convert. The culmination was a game of spoons where I created cards with fractions, decimals and % modeling several different numbers and they had to get all 3 cards of the same number F, D, % and grab a spoon and as you do in spoons there is a mad dash. The original spoon grabber had to explain their 3 cards and everyone would naturally say I was missing this decimal or fraction or whatever. If the original spoon grabber was correct the one without a spoon got a letter of SPOON. We had so much fun and the next day a quick quiz demonstrated that they had the concept so we played a baseball game that I made that had different levels of problems for 1st base, 2nd base, 3rd base and home run- they could choose what wanted to go for and the bases increased in difficulty and the home runs were the hardest. They physically ran the bases in the classroom and the opposing team could get a strike if they got it wrong and the opposing could get it right. It made everyone work all the problems. We sat in "dugouts", had bases, and got up to bat. A small snack of popcorn was served towards the final inning.
I can't think of a specific lesson, but I try to play games as much as possible. One of the games we play that the kids love is similar to catch phrase. I use it for vocabulary words. The class is divided into two teams. The vocabulary words are printed on cards. Team A goes first. I have the kids sit in circles with their team and 1 child comes to stand by me. I give the child the card and they do the best they can to describe the word to their team without saying what the word is. If the team guesses the word, the child runs back to their spot in the circle and the next child runs up to me. They get 1 minute to guess as many vocabulary words as possible. When the 1 minute is up, it's Team B's turn. The team with the most correct guesses, wins the game. They love the excitement of it. It's a great quick way to review current and past vocabulary words.
ReplyDeleteA lesson I could have sold tickets to was our cooking show on Constitution Day. My co-teacher and I held a cooking show with the students to make Thomas Jefferson’s Sweet Potato Biscuits. We talked about fractions and had the students help us measure the ingredients. We then made the dough with their help, rolled out the biscuits, and cut them. We baked them in our Home Ec room and, while they were baking, made butter to put on them. It was always a great time, and the students loved being able to cook and try something new.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteA lesson that I have taught that I could sell tickets to would be the unit where I teach my students the names and locations of the 50 states. I break down the 50 states into their respective regions and teach them various sayings to remember them. Each state has its own unique saying or slogan to help students remember the name and location. Every time I teach this unit, students are always engaged, excited, and having fun. In this unit in particular I get students to participate who don’t generally participate in group discussions. To wrap up the unit, we focus on the states in the West Region. I challenge students to work together in teams to create their own sayings and slogans to remember the states in that region. Then we decide as a class which ones we want to use to review. I have never seen better team work and collaboration amongst my students because they are eager to try and create the most creative saying to use. This lesson is full of discussions, excitement, and plenty of laughs. Seeing the smiles on their faces during this lesson as they work together is what it is all about.
ReplyDeleteOne of the lessons I could have sold tickets to was teaching a budgeting activity to 6th graders. In the lesson, each student is given an occupation and salary, and they go to five different budget category posters that are posted around the room to help them determine how much they would spend under that category. By the end, they have a rough budget built and they get to determine if they have enough money to make ends meet. Whenever I teach this lesson, I always hand-pick who gets the "teacher" card/salary. One of my favorite moments was when a very dramatic 6th grade boy walks up to his teacher and says, "How do you live life?" nearly falling on the floor with his lack of funds. Ha! At the end of the lesson, I always pull up the top two paying salaries and the lowest two paying salaries (and put the student with the teacher salary in the middle). I ask a variety of follow up questions regarding if they could get all of their needs meet, their wants met, how much they put into savings, etc. I'm often surprised at how some students with the lower salaries actually save more money than those with the highest. I finish by emphasizing why teachers teach. Do they do it for the money? Obviously not! :)
ReplyDeleteOne of the past lessons I have done that could sell tickets to was the Boston Massacre Trial. We did a mock trial. We would need to do more practice of how it would actually go. Students had fun but it was a lot of work for sure. One lesson I have done recently is a Ancient India play. I have kids act out in the classroom but could make it bigger where other could come to watch!
ReplyDeleteMy favorite lessons are always the ones where students can get up, move around, and create, build, or invent something. Every year, we do a physics carnival, and I love watching students get creative. They must either come up with an original game or take a traditional carnival game and build it from scratch. Then, they choose five terms from our physics unit and explain how each one relates to their game and how it is used. I introduce the lesson and explain my expectations, and then they take it from there. It’s so fun to see them be creative and genuinely excited to come to class. Most students really get into it and have a great time.
ReplyDeleteAs a special education teacher, I do not have a lot of time to do big projects with my students, however I do have some awesome SDI minutes with my students and everyday it happens... they feel proud, they get confidence, they are learning and I can see wheels turning by closing those gaps. One lesson I would like to do is doing a unit on table manners and socials skills and be able to take my group to a restaurant to practice them in celebration. Many of my students have not been in a restaurant before that has cloth napkins. I think this would be so fun for them. I do not feel like just because I have not been able to do these large projects, that the small moments of time I have with my students is any less than. I am so proud of how hard they work, and the high expectations I have for them that they meet in regards to their behavior, their work on the skills they need, and our social skills time where we get to know each other and have fun!
ReplyDeleteA lesson that I could have sold tickets to was a math lesson that had students measuring fish and how to measure it accurately and correctly. This was the final activity/lesson of the unit and in this lesson, students were going “fishing”. I had students sit in a circle and I had blue paper in the middle as the water. I had fish that was from the curriculum and put the fish in the “water”. Students got to go fishing and when they caught a fish, they had to measure the fish to see if it was a keeper. If the fish was a keeper, students got to keep the fish and they got a fish sticker. If the fish was not a keeper, they tossed the fish back in the water. Students really enjoyed this activity and engagement was high!
ReplyDeleteAnswer Beth & Shelly’s interview question: “Tell me about a lesson you have taught that you could’ve sold tickets to."
ReplyDeleteA lesson that I could have sold tickets to was probably my cardio drumming lesson. I had 20 exercise balls pumped up and on bases. Each exercise ball had a set of drumsticks and a set of noodles. In addition, I had the lights off, music cranked up and it was a party! The students were able to follow along with a video to cardio drumming and they absolutely LOVED it! It was a good time all the while I was able to watch students form sequenced movements and stay with a beat (while also getting cardio in). I have students this year begging to do the lesson again!
Answer Beth & Shelly’s interview question: “Tell me about a lesson you have taught that you could’ve sold tickets to."
ReplyDeleteI think the time I could have sold tickets to would have been a lesson in literature on recognizing the elements of fantasy with my Kindergarten students. The story was the "Three Billy Goats Gruff." We had discussed the elements of real/make believe, the numbers of characters in the story, voice and details of the story.
After reading the story, the students were then asked to help act out the story. Not only did we act out the story, we went to the playground and used the bridge in our playground equipment. Of course, different students read the story, others were the voice, others were the goats crossing the bridge, and of course, someone had to be the troll. As the story became more familiar students were more willing to read, act and be involved. They had so much fun, they wanted to have our principal come out watch. After she agreed and they had acted out the story, we went back into the classroom. I was so impressed that they knew the elements of the story and site details. They could tell why the story was make believe, they could identify number elements, they even knew when they changed their voices, it helped them depict/describe the characters. The best thing that was learned was that they could then identify stories of make believe and tell why they were make believe. This carried over to realistic fiction, autobiographies and other stories they read.
As far as the laughter and learning that went on, I think we could have sold tickets and would have had others volunteer to be in the lesson.
The really cool thing was when they were older and in different grades, they would ask me if I remembered the "Three Billy Goats Gruff" story. They always had smiles on their faces when they would ask. I knew they did, and I did too.
One lesson that I think I could have sold tickets to, would be a science lesson we did on objects that float versus objects that sink, and why. It was a very wet, but very fun lesson in which all the students were engaged and excited. I had different stations set up around the room. Each station had a tub of water and various objects for the students to try. They worked in teams and had to record the results. At the end, we all came back together and went over what they had discovered. Some of the things they had tested had surprising results, and they were amazed.
ReplyDeleteThe teamwork for this lesson went very well, and I had almost every second grade student engaged and participating. It was fun to hear the laughter and the excited voices as they tried the objects, and I enjoyed walking around and observing the different groups.
Toy Tales is a lesson that I could sell tickets to, and also popcorn! As a photo prompt, students are asked to use AV mode (aperture and focus) and toys to create a stop motion movie though consecutive photos. They can team up to create the movie and work collaboratively, which is fun and great team building. They students have an assortment of action figures and toys to select and decide if it will be a comedy, drama, adventure, love story or other genre. Then we put all the photos into a generator to create a GIF to see them move. Every student loves this lesson and I do too. Becuase it is different every time, it never gets old. They also title their movie (GIF) and that bit of writing adds another element.
ReplyDeleteAgamograph Art Lesson Plan
ReplyDeleteObjective: Students will create a 3D kinetic piece of art that transforms two different images into one, based on the viewer’s perspective.
Materials: Two drawings (same size), ruler, pencil, scissors, glue stick, cardstock for the accordion base
Step-by-Step Instructions
Prepare the Pictures: Create two pictures of the same size (e.g., two 8.5" x 11" sheets). It is recommended to use contrasting colors or themes (e.g., day/night, winter/summer) to ensure a strong visual effect.
Divide into Strips: Using a ruler, divide both pictures into equal vertical strips. A 1-inch width works well for most projects.
Cut and Number: Cut the strips. Label the back of the strips for Image A (A1, A2, A3...) and Image B (B1, B2, B3...) to keep them in order.
Create the Accordion Base: Take a sheet of sturdy cardstock. Fold it in half, then fold the sides into the center, continuing to fold in an alternating (zig-zag) pattern until you have the same number of sections as you have strips.
Glue the Pattern (1-2-1-2):
Glue the first strip of Picture A (A1) onto the first valley of the accordion.
Glue the first strip of Picture B (B1) next to it in the next valley.
Continue this pattern (A2, B2, A3, B3...) until all strips are glued down.
Final Folding: Once the glue is dry, refold the entire project into a sharp accordion fold. When viewed from the left, it shows the first image; from the right, the second.
Students will use their picture and a picture of their hero.
Answer Beth & Shelly’s interview question: “Tell me about a lesson you have taught that you could’ve sold tickets to."
ReplyDeleteAs it was my first year teaching first grade, I don’t feel like I did a ton of lessons that I could have "sold tickets" to; I was just trying to stay afloat with the curriculum, which was new to me, and piloting a new reading program. But I think how you engage the students matters a lot, too.
A math lesson we did recently was about counting groups of items and using various strategies to help the students count large numbers. The students were split into groups and asked to count various "fun" items in the room that they hadn't worked with before (which they thought was awesome!). They were then asked to write on a piece of paper the number of items they had and how they counted them. We then did a "show and tell" for each group where they shared their findings with the class. We clapped for each group, and they were all so proud of their work! It was awesome to see them engaged and excited to share.
I don't know if I could sell tickets to it, but a recent lesson the students enjoyed comes to mind. It was a math escape room on solving multi-step equations. Students entered to a countdown timer, music, and a challenge to solve problems to unlock clues around the room. Every correct solution moved them closer to the final lock. The students were engaged, learning from mistakes, working together, and encouraging each other. They celebrated when they solved the final challenge, and it was fun to see everyone participating and working together.
ReplyDelete