This summer my major purchase for personal professional development was Lucy Calkins' Units of Study in Writing. I spent a delightful summer with Lucy. Reading her book was like having a conversation with a great mentor teacher. Many people comment that her ten-plus page lesson plans are a nightmare to get through. I would agree with that, but just because the lesson plans are this long doesn't mean you have to do all of it. I would much rather have much more than I need than have to make up my own stuff. Most of my lessons to my students end up being "distilled essence of Lucy" rather than a verbatim recitation of her lessons.
Today's lesson was definitely one of those essence ones. The lesson was about making characters come alive by describing both their internal and external traits. To liven things up a bit, I introduced my students to one of my favorite music videos on You Tube: Julian Smith's Reading a Book. In it, the singer acts all tough and mean when people interrupt him while reading. His tough exterior is totally at odds with his zest for reading. The kids got the juxtaposition between internal and external traits immediately. It was a fun introduction to the lesson and I saw several students who tried the technique, including one of my most reluctant writers.
One of the biggest frustrations I have teaching Writing is that students seem to so very rarely take the advice we given them in our lessons. It's absolutely unheard of in a Math class for students not to follow the algorithm the teacher provides, yet in Writing "doing your own thing" is rampant. Today I tried to combat that by, at the end of Writing, having each child get out a highlighter. They traded daybooks with a partner and highlighted evidence of today's lesson on character traits (if they could find it). Overall the class was very honest in their highlighting and this gave me a quick way to judge what students could still use some help in this area.
Teaching additive volume is certainly the most complex of the Common Core Core Measurement and Data standards. I first approached the task using hands-on activities and partner work. After two class periods of instruction, I wasn't getting the results I had hoped for. Time for Plan "B". I decided to try direct instruction.
I started preparing the way I often do nowadays- by going on You Tube and looking for a video on the subject. Using the term "additive volume", I found the following video:
The description had a link to a site. This is how I found Learn Zillion. Learn Zillion is a FREE site where registered teachers can find short, quality videos that directly correlate with the Common Core standards in Math or ELA for grades 3 through high school. Teachers can use the movies to introduce or reinforce a concept or they can download the slides and create a presentation on their own. Students can rewatch these videos to help with homework using a "quick code" that their teacher gives them.
I knew the class would need lots of examples for in-class practice and homework. My favorite site for creating lots of worksheets on the same subject is Worksheet Works. On this site you can set the parameters for the Math assignment and then the site will generate a worksheet and answer key using random numbers. You can generate as many worksheets as you want on a given topic. I printed five worksheets using only composite shapes:
1 to model using a document camera
2 to create a double-sided guided and independent practice worksheet
1 page for homework
1 sheet cut up to make a matching game
Here's how the two lessons went:
Day 1
Materials:
computer that can run PowerPoint or You Tube videos, document camera, 1 copy of the modeling worksheet and answer key, copies for students of double-sided worksheet and homework, two different colors of highlighters, markers, or colored pencils, calculators (optional)
Activity Flow:
1. Review the formula for volume of rectangular prisms using chant and actions. (15 minutes)
2. Show the Learn Zillion movie or slideshow on volume of composite figures. (15 minutes)
3. Project the modeling worksheet using a document camera. Show the students how to divide the shape and color each one a different color. Then go over how to use the "clues" (numbers on the sides) to determine the length, width, and height of each shape. Add the volumes together for the answer. Approach each shape like a puzzle. Watch for the common errors of not knowing that shapes are sometimes labeled on their parallel sides and that often you must use subtraction to find out the length of a side of only one shape. Use the gradual release of responsibility model as you work. (15 minutes)
4. Pass out the student worksheets, highlighters, markers, or colored pencils. Do the first several examples with the students. Then have the students try some on their own. To boost their confidence, I projected the answer key on the board. It told them the correct answer, but not how to get it. I encouraged students to work on their own, using the answers to check their work. If they got stuck, they could raise their hand. (15 minutes)
5. Tonight's homework: homework worksheet (send home Learn Zillion quick code for help) and bring in an empty cardboard box tomorrow
Day 2
Materials:
same as Day 1 (included extra blank copies of last night's homework), tape and glue, index cards (3 per box), cardboard boxes (teacher should bring extras from home)
Activity Flow:
1. Go over the homework with the students. (5 minutes)
2. Using the homework as a guide, divide the class into two groups. Those that did well on the homework will continue with yesterday's worksheets. Again, you will project the answers to act as support. Those that did not do well on the homework will go over it with you using a fresh copy. Allow them a few minutes to work on the in-class assignment, too. (15-20 minutes, as needed)
3. Cooperative Group Activity: Divide the class into pairs. Have each student pick a cardboard box from the ones that were brought in. Each pair will: 1) Decide on the same unit of measurement for their boxes. 2) Measure and find the volume of their boxes separately and label the measurements by taping the index cards on their box. 3) Add the volumes of their boxes together and tape them together. (About 30 minutes)
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