Primary Lesson Plan on Chance: Engaging Activities for Year 1

Assessment Two EDU20006 Curriculum, Planning and Assessment for Primary: Practicum 2 Assessment Two Lesson Plans eLA: Kristy Ratten Due Date: 9am 30 May 2016

Assessment Two Lesson Plan (Primary) Lesson title: Will, Won’t, Might Date: 11.5.16 Year level: 1 Topic: Chance Duration of lesson: 45 minutes Links to the Australian Curriculum: Learning area/s Strands & sub-strands Content descriptors Mathematics Chance ACMSP024 Lesson rationale: This lesson is influenced by curriculum requirements and learning routine and assessment. Students background knowledge: Students underwent pretesting, where it was identified that they have had no previous experience in probability/chance. Teacher focus: This lesson’s focus will be on the delivery of the content to maximize retention of information.

Assessment Two Learning objectives: Students will learnt o make sense of concepts will, won’t and might or complete chance, no chance or even chance. Students will be able to connect these concepts to real life situations Students will be able to predict the chance of something occurring or a change of weather. Learning environment and resources: This lesson will take place within the grade 1 classroom. Resources will include; - blocks of the same colour (first example) [will/won’t OR complete chance/no chance]. - even number of blocks of a different colour added (second example)[might OR even chance] - Galaxy Math ICT game - IWB (Interactive Whiteboard) - All the fun of the fair activity sheet (page. 37) Assessment strategies: Students have undergone a pretest in relation to their capabilities/understanding of chance. As a means to summatively assess students, the PST will monitor their progression throughout the lesson, and allow students to mark the activity sheet along with the PST – who will do so on the IWB. This will be followed up with a formative assessment to determine how far they have come in week 8.

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Assessment Two Stage of lesson Approx. time Pre-service teacher’s actions Student actions/tasks Stage 1 Introduction 12:45pm  Students are seated at their desks, having just completed a unit on 2D Shapes. The PST will inform the students that they will, in a moment, once again form the U shape on the carpet. The PST will inform the students that they will now be learning about chance.  The PST instructs the students (group by group) to join her on the carpet, forming the U shape.  Prior to commencing this unit, the PST will set expectations, and enforce rules (e.g. no speaking while it is teacher talking time, hand up for questions; asking or answering etc).  The PST will then provide the students with a definition of what Chance is. The likelihood that something could happen or occur. PST will provide an example: Is it likely, or what is the chance that I will come to school today in my swimmers? Is it an even chance/it might happen, no chance/it won’t happen or certain chance/it will happen?  The PST will encourage the students to make claims, and determine their prior knowledge and understanding of chance. This will follow with an explanation as to why the above example was no chance/won’t happen [already at school today].  Students will listen to, and follow instructions.  Students are to raise their hands to make a claim as to whether they believe that the chance of me coming to school today in my swimmers is and even chance/it might happen, no chance/it won’t happen or complete chance/it will happen.

Assessment Two Stage 2 Body of lesson  The PST will then provide another example of chance using a hat and coloured blocks.  The PST will use their hat as a means to hold the blocks. Showing the blue blocks to the students, the PST places them into the then empty hat. Once the blocks are in the hat, the PST will ask the students questions. 1. If I have only these blue blocks in my hat, what is the chance that I will pull out a blue block? No chance/it wont happen, an even chance/it might happen or a complete chance/it will happen? 2. Why?  The PST then mixes the same number of red blocks in with the blue blocks in the hat. The students are then asked the same questions.  The PST then removes ALL blocks from the hat, and repeats the questions.  The PST will now explain to the students that we will now be watching and completing an activity using Galaxy Math and the IWB as a means to further cement our knowledge and understanding of chance.  Using Galaxy Math (Purple/Gold Level), the PST selects the activity called: All the fun of the fair. The PST will explain that we will complete a few of the activities together, and then the student is able to complete an activity sheet independently.  Using this interactive math game, the PST and students are able to work together to complete three of the questions in relation to chance (throwing darts activity). The PST must ensure that the students can explain WHY they have chosen their selected answer, and prompt if need be.  The PST will then introduce the next activity (Appendix 1), and hand it out to the students, asking them to glue this into their learning journals. This will be displayed on the IWB. As the students are gluing, the PST will place dice, 2x2 different coloured blocks and a fake coin on desks.  Once the sheet is glued in, the PST will explain why they have these resources on their desk, and read the questions on the activity sheet out to the students. The PST will inform the students once again that this is to be completed independently, as we will possibly all have different answers, and that this is so I know that you understand, no that your friend/neighbour understands.  Students are to raise their hands to make a claim as to whether they believe there is an even chance/it might happen, no chance/it won’t happen or complete chance/it will happen, that I pull out a blue block.  Students are then to explain why?  Students are to raise their hand and make a claim, as above.  As above  Students are to quietly and respectfully listen to instructions on where the lesson is going next.  Students are engaged with and participate in an interactive math activity, using Galaxy Math.  Answer questions and provide explanation to show understanding.  Glue worksheet into learning journal.  Listen to instructions  Complete activity sheet independently

Assessment Two Stage 3: Conclusion  The PST will give a warning, that when they hear the bell, it is time to stop what you are doing and we will mark our sheet together.  Upon the ringing of the bell, the PST will request that students put away their pencil, and get out 1 x felt.  PST and students will look to the IWB, where they will once again read through the questions, however – upon reading each question, we will share answers and explanations of why.  Students are to stop what they are doing and look to the PST. Students then follow instructions.  Share answers and knowledge/understanding.

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Assessment Two Things to consider: What prompting questions might you need to prepare? - Is it likely, or what is the chance that I will come to school today in my swimmers? Is it an even chance/it might happen, no chance/it won’t happen or certain chance/it will happen? How might you assess and record student learning? - Reiterate vocabulary How will you cater for individual differences? Differentiated instruction This lesson incorporates a number of learning styles. Student’s who are not confident/fluent in reading/comprehension are able to have the activity modeled to them, with a verbal explanation. Student’s who are capable of reading/comprehending the activity are able to progress at their own pace. There is information from out previous unit (2D Shapes) recorded on the whiteboard, in which these students can then transfer into their books, if finished early. Student’s who require additional stimulation are able to engage in both learning at eye level using real life manipulatives’ as a means to construct their understanding, are also able to engage with ICT through the use of Galaxy Math. Evaluation of the lesson: I felt that during this lesson, I was able to meet lesson objectives. At the beginning of the lesson, I used questioning as a means to determine student’s prior knowledge, and assist me in the approach I was going to take to explicitly teach chance. Student’s demonstrated understanding through the use of my examples (using the blocks and the hat), and where able to explain their answer. I felt that the incorporation of Galaxy Math enhance my lesson, and offered an engaging opportunity for the students to be exposed to the concept of chance in a

Assessment Two range of scenarios. The interactive game All The Fun Of The Fair exposed the students to chance, using dartboards and the CHANCE of students winning a prize, using coins, what is the CHANCE of it landing on heads/tails, and rolling a dice – the CHANCE of it landing on an odd or even number. I felt that this particular concept confused the students a little bit, and I therefore stopped the game and revisited the hat examples to cement knowledge and ensure understanding. Students were then instructed to complete a worksheet; they received the required resources (coin, dice, and blocks). By enabling the children to go through their own answers, and self-correct, I was able to observe student understanding, and use this knowledge as the pretext for future learning/teaching. Follow up: Are there any areas that you feel you need to follow up with the students? Students demonstrated a basic understanding of Chance. However, as this lesson was their first exposure to this vocabulary and concept, further exposure and explicit teaching will be required. Self-reflection : During this lesson, I felt confident in my abilities to adapt and deliver content in manner that was suitable to the learning needs of all students. Throughout the lesson I felt that I was able to accommodate the diverse learning styles, as per Gardner’s Multiple Intelligences Theory (1943-) (Northern Illinois University [NIU], n.d), within the classroom. I was able to accommodate visual-spatial learners through the incorporation of ICT and the example using my hat and the coloured blocks (Lane, n.d). Supporting these visual teaching resources, I was able to discuss and explicitly explain the concept (Linguistic/Aural learners) and the activity sheet in which the students were to complete independently (Logical-mathematical learners/Bodily-kinaesthetic learners – the doers) (Lane, n.d).

Assessment Two I believe that as this is a new concept, my expectations were a little high. Students demonstrated a basic understanding of chance, however, when completing the activity sheet, it was seen that the students would not make a claim, until they had rolled the dice, flipped the coin or pulled out a coloured block. Further instruction and time will enable students to effectively make claims prior to investigating the CHANCE of an event or outcome. Justification ICT – EXPLAIN Mentor teacher comments: Fantastic resourcing for this lesson. Very well prepared. Planning was thorough and well thought out at each stage of the lesson. You demonstrated safe use of ICT; showing an understanding of responsibility and ethics. Through your incorporation of ICT, you were able to engage and maintain student interest. Your classroom management was great. You set clear expectations for the students and were able to manage noise levels well. Great work! Pre-service teacher comments:

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Assessment Two Lesson Plan (Primary) Lesson title: Animals and Adjectives Date: 29.04.16 Year level: 1 Topic: Grammar Duration of lesson: 1 hour – Whole Class Setting Links to the Australian Curriculum: Learning area/s Strands & sub-strands Content descriptors English Expressing and developing ideas ACELA1451 ACELA1452 Lesson rationale: This lesson is influenced by curriculum requirements; learning routine and assessment. Students background knowledge: Teacher focus:

Assessment Two Students have previously been exposed to nouns, adjectives and verbs. This lesson builds on this knowledge, and enables the students to expand their understanding on adjectives in a constructive and creative manner. My focus this lesson will be on behaviour management, and age appropriate vocabulary. Learning objectives: Students will learn what an adjective is, and how to use them when explaining a person, place or thing. Learning environment and resources: This lesson will take place in the classroom. Resources required for this lesson include; * Picture book “Rumble in the Jungle” * Rumble in the Jungle colouring pages for students books * Coloured Felts and large paper Assessment strategies: Through monitoring the lesson, I will be able to determine who understands the term adjectives. Students will later be assessed on these concepts and terms.

Assessment Two Stage of lesson Approx. time Pre-service teacher’s actions Student actions/tasks What will the students be doing during this time? Stage 1 Introduction How will you gain the students’ attention, engage the interest of the students and introduce the concept(s)?  Upon completing our English reading rotations, the students will be instructed to join the PST on the carpet. The PST will explicitly set expectations of this lesson, noting that during ‘teacher talking time’ their will be still bodies and quiet lips. If the students need to speak, they are to raise their hand, but only if they have a question that is about What we Are Learning Today (WALT). Inform the students that when they hear the class bell, they are required to stop what they are doing, quiet their lips, and place their hands on their heads. (I will use this method to calm the lesson, and ensure that students are attentive and ready to learn).  Next I will introduce the term ‘Adjective’. - Raise your hand if you remember what an Adjective is. - Explain ‘an adjective is a describing word’, for example; I have long, black hair – or – My ____ is _____ (blue and white).  Explain to the students that we are going to practice using describing words, but first we are going to listen to a story about some of the animals we are going to describe.  Students to meet on the carpet (as per instructions)  Students are to raise their hand and answer questions.

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Assessment Two Stage 2 Body of lesson  The lesson will commence with a story; As a means to engage students in their learning, I have chosen to read “Rumble in the Jungle” (Appendix 2), which is to be used to introduce adjectives through the story, while also exposing students to many different describing words used within sentences.  Upon finishing the story, we will go back to the beginning and the PST will ask a few questions to determine who can identify the adjectives. Questions: - Which words in this sentence are describing the _____ (animal)? - How would you describe the _____ (animal)? NOTE: Adjectives can describe appearance, personality and mood.  The PST is to now explain to the students that we will, in a moment, head back to our desks, where we will be given our own animal from the story to surround with adjectives or describing words, which will be displayed around the classroom.  Have the students move into the usual U shape that we use when learning new information.  When seated on the floor, settle the students by using the bell. Remind students of expectations, and let them know that the sooner we get through the modeling of the activity, the sooner the students will be able to complete their own art work, and describe their image.  Draw a giraffe on the floor or on an A3 piece of paper (Appendix 3).  Provide students with a systematic explanation on what they are to do. - Ensure they write their name on the back of the page. - Around the chosen animal image, write some descriptive words (taking suggestions from the students). - Explain that once they have at least 5 adjectives on their page, they are able to use their textas to outline their animal, and their crayons or coloured pencils to colour it.  Students are able to engage with the story, and raise their hands to answer some questions, identify adjectives within the book, and share adjectives in relation to the story  Students are to move into the U shape (as per PST instruction – quietly).  Students are able to provide adjectives for the giraffe drawn on the carpet  Students are to write their names on the back of their displays.  Students are to relay adjectives to either the PST or by writing them onto their display.  Students are able to colour/design their animal using felts to outline, and coloured pencils/crayons to colour.

Assessment Two Stage 3: Conclusion  PST will hand out the A3 sized characters from Rumble in the Jungle (Appendix 4), having students make their way back to their desk after they receive an A3 image – reinforcing that students do so in safe and responsible manner.  Once seated, the students and PST will engage in a brainstorming session, where they are able to identify external features on the image of their animal, and suggest adjectives to describe these features.  The PST will scribe these adjectives for the students, and read/re-read these words to the students to assist them in transferring these words onto their artwork.  Students are to take their A3 sized characters, and safely and responsibly make their way to their desks.  Students are to brainstorm adjectives in relation to their individual animals. Demonstrating their understanding of describing words (e.g. long legs/long neck).  Students are able to transfer the adjectives written by their PST from the white board onto their artwork/or if able, write their own (by sounding/identifying letters).

Assessment Two Things to consider: How might you assess and record student learning? Monitor the lesson, and take note of the students that are struggling. Make adjustments to learning where required. Ask questions and use examples to reinforce learning content and understanding. How will you cater for individual differences? Differentiated Instruction The PST was able to incorporate differentiated instruction; For the higher achieving students, the PST enabled them to independently complete their piece of artwork, identifying and sounding out the letters within the word in order to spell them out on the page. The PST, for the students who are able to transfer information from the whiteboard into their books, scribed suggested adjectives onto the board, to enable those students to document these descriptive words onto their individual display. For the lower achieving students, the PST was able to lightly write individual suggestions onto the individual displays. The students were then able to trace over these words, practicing their letters and fluency in writing.

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Assessment Two Evaluation and self-reflection of the lesson: This English lesson exposed students in E level English to adjectives and what role they play in storytelling. Throughout the lesson I felt that my delivery oif the content flowed nicely, and I was able to reflect on my vocabulary and delivery continuously, to ensure the students had grasped a basic understanding of the term, and were able to demonstrate this understanding as we read through our pre-text; Rumble In The Jungle (Andreae, 1996). This picture book offers colourful and engaging imagery, that the students were able to describe (how would you describe this page? Student: Stripy, black and white etc). I believe that the students were very well managed, as they did being to get restless while I was explaining what we were to do once we returned to our desks. However, they were engaged, and demonstrated a basic understanding of what they were to do. Students where then able to look at their individual animal, and suggest adjectives/describing words for those animals, which I scribed onto the board to assist them in documenting these onto their worksheet. Overall, I was pleased with this lesson, and believed that my differentiated teaching (Churchill, et al, 2013) enables all students to get the most out of what it was that we were learning. The idea of having their work then displayed within the classroom provided an extrinsic motivation to complete the task within the time provided. Follow up: Are there any areas that you feel you need to follow up with the students? Students demonstrated understanding of basic describing words (e.g. appearance: big, small, long and short), but were not able to comprehend/understand more complex adjectives. Students require additional support and must revisit content to prompt memory prior to additional lessons. Mentor teacher comments: Management > all children were engaged. Pre-service teacher comments:

Assessment Two your corrections were minimal and precise. Children responded well to re- direction/instructions. You managed Student A well, even though was in your face and constantly calling out. Lesson content flowed nicely. It was well planned and thought through. Children seemed fidgety when modelling activity. They seemed keen to just get started. Lovely big resources for them to use. Children worked well on creating/doing describing words. Great work! Lesson planning to great and delivery of content is covered well. Management of students is coming along nicely.

Assessment Two Appendix 1. Galaxy Math (2003). Purple/Gold Level: Activity Sheet: All the fun of the fair [photograph]. Auckland, N.Z: Sunshine Multimedia Ltd 2. Andreae, G (1996). Rumble in the Jungle [book]. London, UK, Hachette Children’s Group 3. Williams, B (2016). Adjectives and Animals [photograph]. Brisbane, QLD. 4. Sparkle Box (2005-2016). Rumble in the Jungle colouring pages [online resource]. Retrieved from

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Assessment Two https://www.dropbox.com/s/1p1by6w0lvv57pc/Screenshot%202016-05-14%2013.53.50.png?dl=0 Reference Andreae, G (1996). Rumble in the Jungle [book]. London, UK, Hachette Children’s Group Australian Curriculum (2016). F-10 Curriculum: English [online resource]. Retrieved from http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#level1 Australian Curriculum (2016). F-10 Curriculum: Mathematics [online resources]. Retrieved from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1 Churchill, R., Ferguson, P., Godinho, S., Johnson, N., Keddie, A., Letts, W., Mackay, J., Mcgill, M., Moss, J., Nagel, M., Nicholson, P and Vick, M (2013). Teaching making a difference (second edition). WILEY, John Wiley and Sons Australia, Ltd Galaxy Math (2003). Purple/Gold Level: All the fun of the fair: p.37 [activity sheet]. Auckland, N.Z: Sunshine Multimedia Ltd Lana, C (n.d). Multiple Intelligences [article]. Retrieved from www.tecweb.org/styles/gardner.html Northern Illinois University [NIU] (n.d). Faculty Development and Instructional Design Centre: Howard Gardner Theory Multiple Intelligences [article]. Retrieved from http://www.niu.edu/facdev/resources/guide/learning/howard_gardner_theory_multiple_intelligences.pdf Sparkle Box (2005-2016). Rumble in the Jungle colouring pages [online resource]. Retrieved from https://www.dropbox.com/s/1p1by6w0lvv57pc/Screenshot%202016-05-14%2013.53.50.png?dl=0

Assessment Two Trinity College (n.d). Grade 1: Animals and Adjectives [online resource]. Retrieved from www.trinitycollege.com/resource/?id=4328 Williams, B (2016). Adjectives and Animals [photograph]. Brisbane, QLD.

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