Lesson Title: How to Collect and Organize Data
Subject: Grade 7 Math – Data Management
Materials: Textbook, Graph Paper, Smarties, Colored Pencils
Unit: Data Management: Collection and Display
Specific Expectations: Students will be able to collect and organize categorical discrete, or continuous primary data and secondary data and display the data in charts, tables, and graphs that have appropriate titles, labels and scales that suit the range and distribution of the data, using a variety of tools.
Introductory Activity: 20 Minutes
To begin the lesson the students will be engaged in a discussion with the teacher about where information comes from. Newspapers, the Internet, TV, friends, family. They will be asked to think of ways that data is collected as a way of introducing the topic of data management and collecting information. Once students have brainstormed their ideas about where they receive their information they will then engage in a discussion about how the information is presented. Presented in tally charts, bar graphs, circles graphs, and pictographs. Once the students have brainstormed their ways that they receive and read information they will be asked to write the following definitions down in their notebooks where they can easily add to it and find it at a later date. This piece of paper will go into their folders so that they are kept track of
Primary Data: Data that you collect yourself, such as from a survey
Secondary Data: Data that is taken from someone else, such as published in a newspaper
Frequency Table: a table that shows the count, or frequency, for each survey choice
Tally Chart: a tabled used to record experimental or survey data
Once the students have all written their definitions on their paper the teacher will go over them in detail to make sure the students understand exactly what is meant by each definition.
Students will be taught the difference between a frequency and a tally chart as well as the difference between primary and secondary data.
The lesson today will mainly cover the use of primary data to make bar graphs
Main Activity: 40 Minutes
The students will be involved in a class activity that involves them taking a survey of their own peers and making a mock graph before they break into groups to make their own. The class will be surveyed about what kind of music they want to hear at their Valentine’s Day dance later on in the week. The topics will consist of dance music, hip-hop music, alternative, country, or other. Once this has been done the results will be posted on the board for the students to copy down into their notebooks. They will then be shown how to plot this information on a bar graph. Students must remember that there are important things in bar graphs
Each Bar graph must include even intervals on the Vertical and Horizontal axis, frequency on the vertical, and types of music across the horizontal, and the title of the bar graph.
The mock bar graph that will be placed on the board will look like this but with different numbers depending on student answers
If the students have no further questions about how to make a bar graph they will then move onto their final activity.
Concluding Activity: 30 Minutes
In their groups that the students sit in they will open up their Ziploc bags and read the instructions about the activity.
Instructions:
1) DO NOT EAT THE SMARTIES
2) Separate the Smarties according to their colour
3) Make a Tally Chart to show how many Smarties are in each box
4) Each student is responsible for making a bar graph that shows the different colours of Smarties in their group box
5) Answer the following questions on the back side of your Smarties graph (Please show your work)
a. Which colour of Smarties is the most popular?
b. Which colour of Smarties is the least popular?
c. How many Red Smarties are there compared to Brown Smarties?
6) The completed bar graphs should be done by the end of the class and placed in your folders
If the students finish their Smarties Graphs earlier than expected then they may move on to create and Tic Tac graph for extra practice
Instructions for Tic Tac Bar Graph:
1) DO NOT EAT THE TIC TACS
2) Separate the Tic Tacs according to their colour and keep the three different boxes separate
3) Make a frequency chart of each of the boxes of Tic Tacs
4) Each student is responsible for making a double bar graph to show the different colored Tic Tacs in each box
5) Answer the following questions on the back side of the graph
a. Which box had the most red Tic Tacs?
b. Which box had the most yellow Tic Tacs?
c. How many Tic Tacs did you count in total?
d. What is the total of all the Tic Tacs written as a fraction of red as the numerator and yellow as the denominator?
6) The completed graphs can be put in yours folder when they are finished
Friday, March 26, 2010
Thursday, March 25, 2010
Grade 7 Math Lesson- Measurement
TIME: 50 Min GRADE: 7
STRAND: Measurement
TOPIC: Exploring Three-Dimensional Figures
CURRICULUM EXPECTATIONS:
1. Report on research into real-life applications of area measurements.
SPECIFIC EXPECTATIONS:
- Sketch the different polygonal prisms that share the same volume
RESOURCES:
- Clay
- Toothpicks
INTRODUCTORY ACTIVITY:
Ask class to name some major buildings that they know of world wide. What shape are they?? What about objects in the room?? What shapes are they??
DEVELOPMENT STRATEGIES:
Go through text book Mathematics 7 page 234-35. Have students copy key definitions polygon and regular polygon into their math notebooks.
1. Distribute triangle dot paper to each student. Have them draw an equilateral triangle and regular hexagon. (What are these?? Polygons)
2. Go over on triangle dots drawn on board/overhead how to draw a Three Dimensional Cube then go over the vocabulary of Three Dimensional Object – faces (a flat or curved surface of an object), edges (where two faces meet) and vertices (point where two or more edges meet).
3. Go back to objects in room/famous buildings they are 3D. Have students write definition of polyhedron. Hand out sheet with common polyhedrons and have students glue it in math notebook.
4. Putting them in groups. Have them create models of the polyhedrons shown. Have groups create 3 each.
CONCLUDING ACTIVITY:
After groups have created 3 each to satisfaction of teacher have students complete questions 3-8 on pages 239-40
Grade 7 Math
Strand: Geometry and Spatial Sense
Chapter: 8.2: Sketch Front, Top and Side views
Time: 50 Minutes
Specific Expectations:
• Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles and sides, through investigation using a variety of tools
• Construct related lines, using angles properties and variety of tools
• Investigate, using concrete materials, the angles between faces of a prism, and identify right prisms.
Introductory Activity:
1. Take up homework, compare results
2. Number Tricks:
a) Choose any 2 digit number. Multiply by 2. Now add 5 to the result. Now add 12. Subtract 3 from the answer. Divide by 2. Subtract the original number. The answer is 7
b) Write the number of your birth month. To that add 32. Now add the difference between 12 and your birth month number. Divide that answer by 2. To that result add 3. The answer is 25.
Developmental Strategies:
1. Key Ideas:
The Drawings of the front view, top view, and side view of a three dimensional figure show how the figure appears from each of these view points
Front views, top views and side views are two-dimensional drawings
2) Students are to look around the room and make a list of five small objects. Include a variety of shapes, such as rectangular prisms, cones and cylinders.
They are to choose one of the objects to examine. Draw the front view of the object as a two dimensional drawing on grid paper.
Draw the top view of the object. What are you doing differently here than in step 1?
The students are to draw the side view of the object. Is there more than one way to do this? Students are to compare their drawings with those of their peers. How many views do you need to be able to identify the object? Explain.
3) Upon drawing the image in their notebooks and observing it from the various points of view the students are to move onto the manipulatives and are to build the various objects as seen in the textbook. After building their object(s) they are to observe it from the various points of view and see how they differ.
Concluding Activity:
• Number Tricks:
A light-tight wooden box has three switches on the outside that control three light bulbs on the inside. When the box is closed you can turn the switches on or off but when you open the box how can you tell which switch controls each bulb without touching the switches? ANS: Turn one switch on for five minutes, then turn it off and turn on another switch before you open the box. One bulb will be lit, one will be warm, and the unswitched one cool!
Johnny's mother had four children. The first was April, the second was May, and the third was June. What was the name of her fourth child? ANS: Johnny
Grade 7 Math
Strand: Geometry and Spatial Sense
Chapter: 8.3: Draw and Construct Three-Dimensional Figures using nets
`Time: 50 minutes
Specific Expectations:
• Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles and sides, through investigation using a variety of tools
• Construct related lines, using angles properties and variety of tools
• Investigate, using concrete materials, the angles between faces of a prism, and identify right prisms
Introduction:
1) Take up homework, answer and outstanding questions.
2) Number Tricks:
• There was an airplane crash, every single person died, but two people survived. How is this possible? ANS: They were married.
• At midnight on Sunday, December 31st, Professor Stone set two of his analogue clocks to the correct time. One of his clocks gains one minute every hour and the other loses two minutes every hour.
1. When will the clocks next show the same time as each other?
2. When will the clocks both show the correct time? ANS:
1. Midnight after 10 days, which is 240 hours later. They both show 4 o'clock, one clock has gained 240 minutes (4 hours) and the other has lost 480 minutes (8 hours).
2. Midnight after 30 days, which is 720 hours later. They both now show 12 o'clock.
Developmental Strategies:
1) Key Ideas—A Net us a two dimensional drawing that can be folded up to form a three dimensional figure. It is a single pattern piece that shows all the faces of the figure
2) Explain to the students that they will be using nets to better understand geometric shapes. Demonstrate to the class an example so they better comprehend the lesson at hand
3) Hand out the nets to each group. Assign the following questions to be done as seat work: p. 249, questions 3, 4,6,7,8,9,10,11.
Concluding Activity: Number Tricks:
• What is so unusual about these fractions ?
19/95 26/65 16/64. ANS: Each one can be reduced to its simplest form merely by cancelling the number which is common to both its numerator and its denominator.
• While walking along the river, you come upon a Countess. The Countess looks very sad, so you ask what is wrong. It seems that the Countess has lost some numbers and needs to find them. She says they are special numbers because:
1. They are all between 300 and 600.
2. The middle digit is odd and the other digits are even.
3. The sum of the digits is 13.
Can you find the lost numbers for the Countess? ANS: The lost numbers are 418, 436, 454, 472, and 490.
Try 3-digit numbers that begin with 4 and have an odd middle number and an even ones digit. Then add the digits to see if the sum is 13.
For homework: pg. 251 number 12,13,14,16.
Grade 7 Math Lesson Plan:
Strand: Geometry and Spatial Sense
Chapter: 8.4
Time: 50 Minutes
Specific Expectations:
• Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles and sides, through investigation using a variety of tools
• Construct related lines, using angles properties and variety of tools
• Investigate, using concrete materials, the angles between faces of a prism, and identify right prisms
Introduction:
1) Take up the homework, ask to see if there are any questions
2) Number Tricks:
a) A man wanted to get into his work building, but he had forgotten his code. However, he did remember five clues. These are what those clues were:
• The fifth number plus the third number equals fourteen.
• The fourth number is one more than the second number.
• The first number is one less than twice the second number.
• The second number plus the third number equals ten.
• The sum of all five numbers is 30.
• What were the five numbers and in what order?
• ANS: 7, 4, 6,5,8
b) What do the following words have in common?
• Assess
• Banana
• Dresser
• Grammar
• Potato
• Revive
• Uneven
• Voodoo
• ANS: If you take the first letter and move it to the rear of the word, you get the same word when read backwards.
Developmental Strategies:
1) Key Terms:
• Surface Area: The number of square units needed to cover an object.
• S.A formula for a rectangular prism: 2(lxw)+2(lxh)+2(wxh)
• Surface Area is measured in square units
2) Do for the class an example of calculating surface area for a rectangular prism. Example from the book, page 254.
3) Handout the two worksheets and assign them as class work. Tell class the worksheets will be graded. For homework and possible seatwork assign the following questions: p.256 questions 8-14, 19.
Concluding Activity: Number Tricks
• The famous artist explained to a beautiful woman his system for playing roulette: "In each round, I always bet half of the money I have at the time on red. Yesterday, I counted and I had won as many rounds as I had lost." Over the course of the night, did the gambler win, lose or break even? ANS: He lost. Every time he wins, his money increases 1.5 times (with $100, he bets $50 and if he wins, he has $150). When he loses, his money is reduced by half. So a win-loss combination results in a loss of one quarter of his money. The more he plays, the more money he loses, even though he wins the same number of times as he loses.
• Bicycles, tricycles, pedal cars galore
Some have 2 wheels, some 3, some 4
One each they belong to some girls and boys
Eighteen is the number of these toys
If I change 1 tyre a week I fear
To change them all will take me a year
There are half as many cars as trikes
How many of each are owned by these tykes? ANS: Suppose there is 1 car. There are 2 tricycles and 15 bikes. This makes 40 wheels - not enough.
Suppose there are 2 cars. There are 4 tricycles and 12 bikes. This makes 44 wheels.
Each time I add 1 car I get 4 extra wheels. I need 52 wheels so I want 2 more cars.
Answer : 4 cars, 8 tricycles and 6 bikes.
Grade Seven Math
Strand: Geometry and Spatial Sense
Chapter: 8.5
Time: 50 minutes
Specific Expectations:
• Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles and sides, through investigation using a variety of tools
• Construct related lines, using angles properties and variety of tools
• Investigate, using concrete materials, the angles between faces of a prism, and identify right prisms
Introduction:
1) Take up the handouts and deal with any problems or concerns. Quick review of formula’s.
2) Number Tricks:
a) ) What do the following words have in common?
• Assess
• Banana
• Dresser
• Grammar
• Potato
• Revive
• Uneven
• Voodoo
ANS: If you take the first letter and move it to the rear of the word, you get the same word when read backwards.
3) Surface Area Quiz.
Developmental Strategies:
1) Key Terms and Concepts:
• Volume: the amount of space occupied by an object and is measured in cubic units.
• The formula for Volume is: area of base X height.
2) Go over the lesson from last class, reviewing the formula. Do an example on the board of how to calculate volume.
3) Assign the handouts to the students as class work and circulate the room looking to see if there are any problems and making sure everyone is on task.
4) For homework assign questions from the book
Concluding Activity: Number Tricks
• Sarah, Daniel and Megan had a contest to see who could bike the most miles. Together Sarah and Daniel biked 21 miles. The combined total for Sarah and Megan was 19. Together Megan and Daniel rode 22 miles.
Who was the winner? ANS: Daniel is the winner.
Sarah = 9 miles
Megan = 10 miles
Daniel = 12 miles
Set up three equations:
S + D = 21
S + M = 19
M + D = 22
and solve for S, M, and D.
• The letters A through H below each represent a number from 1 to 9. Each letter represents the same number throughout and no number is used twice. If C=3 what is H?
A - C = D
G x E = F
B + G = H
D/C = E
• ANS: H = 5, A=9, B=1, C=3, D=6, E=2, F=8, G=4
Strand: Geometry and Spatial Sense
Chapter: 8.2: Sketch Front, Top and Side views
Time: 50 Minutes
Specific Expectations:
• Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles and sides, through investigation using a variety of tools
• Construct related lines, using angles properties and variety of tools
• Investigate, using concrete materials, the angles between faces of a prism, and identify right prisms.
Introductory Activity:
1. Take up homework, compare results
2. Number Tricks:
a) Choose any 2 digit number. Multiply by 2. Now add 5 to the result. Now add 12. Subtract 3 from the answer. Divide by 2. Subtract the original number. The answer is 7
b) Write the number of your birth month. To that add 32. Now add the difference between 12 and your birth month number. Divide that answer by 2. To that result add 3. The answer is 25.
Developmental Strategies:
1. Key Ideas:
The Drawings of the front view, top view, and side view of a three dimensional figure show how the figure appears from each of these view points
Front views, top views and side views are two-dimensional drawings
2) Students are to look around the room and make a list of five small objects. Include a variety of shapes, such as rectangular prisms, cones and cylinders.
They are to choose one of the objects to examine. Draw the front view of the object as a two dimensional drawing on grid paper.
Draw the top view of the object. What are you doing differently here than in step 1?
The students are to draw the side view of the object. Is there more than one way to do this? Students are to compare their drawings with those of their peers. How many views do you need to be able to identify the object? Explain.
3) Upon drawing the image in their notebooks and observing it from the various points of view the students are to move onto the manipulatives and are to build the various objects as seen in the textbook. After building their object(s) they are to observe it from the various points of view and see how they differ.
Concluding Activity:
• Number Tricks:
A light-tight wooden box has three switches on the outside that control three light bulbs on the inside. When the box is closed you can turn the switches on or off but when you open the box how can you tell which switch controls each bulb without touching the switches? ANS: Turn one switch on for five minutes, then turn it off and turn on another switch before you open the box. One bulb will be lit, one will be warm, and the unswitched one cool!
Johnny's mother had four children. The first was April, the second was May, and the third was June. What was the name of her fourth child? ANS: Johnny
Grade 7 Math
Strand: Geometry and Spatial Sense
Chapter: 8.3: Draw and Construct Three-Dimensional Figures using nets
`Time: 50 minutes
Specific Expectations:
• Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles and sides, through investigation using a variety of tools
• Construct related lines, using angles properties and variety of tools
• Investigate, using concrete materials, the angles between faces of a prism, and identify right prisms
Introduction:
1) Take up homework, answer and outstanding questions.
2) Number Tricks:
• There was an airplane crash, every single person died, but two people survived. How is this possible? ANS: They were married.
• At midnight on Sunday, December 31st, Professor Stone set two of his analogue clocks to the correct time. One of his clocks gains one minute every hour and the other loses two minutes every hour.
1. When will the clocks next show the same time as each other?
2. When will the clocks both show the correct time? ANS:
1. Midnight after 10 days, which is 240 hours later. They both show 4 o'clock, one clock has gained 240 minutes (4 hours) and the other has lost 480 minutes (8 hours).
2. Midnight after 30 days, which is 720 hours later. They both now show 12 o'clock.
Developmental Strategies:
1) Key Ideas—A Net us a two dimensional drawing that can be folded up to form a three dimensional figure. It is a single pattern piece that shows all the faces of the figure
2) Explain to the students that they will be using nets to better understand geometric shapes. Demonstrate to the class an example so they better comprehend the lesson at hand
3) Hand out the nets to each group. Assign the following questions to be done as seat work: p. 249, questions 3, 4,6,7,8,9,10,11.
Concluding Activity: Number Tricks:
• What is so unusual about these fractions ?
19/95 26/65 16/64. ANS: Each one can be reduced to its simplest form merely by cancelling the number which is common to both its numerator and its denominator.
• While walking along the river, you come upon a Countess. The Countess looks very sad, so you ask what is wrong. It seems that the Countess has lost some numbers and needs to find them. She says they are special numbers because:
1. They are all between 300 and 600.
2. The middle digit is odd and the other digits are even.
3. The sum of the digits is 13.
Can you find the lost numbers for the Countess? ANS: The lost numbers are 418, 436, 454, 472, and 490.
Try 3-digit numbers that begin with 4 and have an odd middle number and an even ones digit. Then add the digits to see if the sum is 13.
For homework: pg. 251 number 12,13,14,16.
Grade 7 Math Lesson Plan:
Strand: Geometry and Spatial Sense
Chapter: 8.4
Time: 50 Minutes
Specific Expectations:
• Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles and sides, through investigation using a variety of tools
• Construct related lines, using angles properties and variety of tools
• Investigate, using concrete materials, the angles between faces of a prism, and identify right prisms
Introduction:
1) Take up the homework, ask to see if there are any questions
2) Number Tricks:
a) A man wanted to get into his work building, but he had forgotten his code. However, he did remember five clues. These are what those clues were:
• The fifth number plus the third number equals fourteen.
• The fourth number is one more than the second number.
• The first number is one less than twice the second number.
• The second number plus the third number equals ten.
• The sum of all five numbers is 30.
• What were the five numbers and in what order?
• ANS: 7, 4, 6,5,8
b) What do the following words have in common?
• Assess
• Banana
• Dresser
• Grammar
• Potato
• Revive
• Uneven
• Voodoo
• ANS: If you take the first letter and move it to the rear of the word, you get the same word when read backwards.
Developmental Strategies:
1) Key Terms:
• Surface Area: The number of square units needed to cover an object.
• S.A formula for a rectangular prism: 2(lxw)+2(lxh)+2(wxh)
• Surface Area is measured in square units
2) Do for the class an example of calculating surface area for a rectangular prism. Example from the book, page 254.
3) Handout the two worksheets and assign them as class work. Tell class the worksheets will be graded. For homework and possible seatwork assign the following questions: p.256 questions 8-14, 19.
Concluding Activity: Number Tricks
• The famous artist explained to a beautiful woman his system for playing roulette: "In each round, I always bet half of the money I have at the time on red. Yesterday, I counted and I had won as many rounds as I had lost." Over the course of the night, did the gambler win, lose or break even? ANS: He lost. Every time he wins, his money increases 1.5 times (with $100, he bets $50 and if he wins, he has $150). When he loses, his money is reduced by half. So a win-loss combination results in a loss of one quarter of his money. The more he plays, the more money he loses, even though he wins the same number of times as he loses.
• Bicycles, tricycles, pedal cars galore
Some have 2 wheels, some 3, some 4
One each they belong to some girls and boys
Eighteen is the number of these toys
If I change 1 tyre a week I fear
To change them all will take me a year
There are half as many cars as trikes
How many of each are owned by these tykes? ANS: Suppose there is 1 car. There are 2 tricycles and 15 bikes. This makes 40 wheels - not enough.
Suppose there are 2 cars. There are 4 tricycles and 12 bikes. This makes 44 wheels.
Each time I add 1 car I get 4 extra wheels. I need 52 wheels so I want 2 more cars.
Answer : 4 cars, 8 tricycles and 6 bikes.
Grade Seven Math
Strand: Geometry and Spatial Sense
Chapter: 8.5
Time: 50 minutes
Specific Expectations:
• Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles and sides, through investigation using a variety of tools
• Construct related lines, using angles properties and variety of tools
• Investigate, using concrete materials, the angles between faces of a prism, and identify right prisms
Introduction:
1) Take up the handouts and deal with any problems or concerns. Quick review of formula’s.
2) Number Tricks:
a) ) What do the following words have in common?
• Assess
• Banana
• Dresser
• Grammar
• Potato
• Revive
• Uneven
• Voodoo
ANS: If you take the first letter and move it to the rear of the word, you get the same word when read backwards.
3) Surface Area Quiz.
Developmental Strategies:
1) Key Terms and Concepts:
• Volume: the amount of space occupied by an object and is measured in cubic units.
• The formula for Volume is: area of base X height.
2) Go over the lesson from last class, reviewing the formula. Do an example on the board of how to calculate volume.
3) Assign the handouts to the students as class work and circulate the room looking to see if there are any problems and making sure everyone is on task.
4) For homework assign questions from the book
Concluding Activity: Number Tricks
• Sarah, Daniel and Megan had a contest to see who could bike the most miles. Together Sarah and Daniel biked 21 miles. The combined total for Sarah and Megan was 19. Together Megan and Daniel rode 22 miles.
Who was the winner? ANS: Daniel is the winner.
Sarah = 9 miles
Megan = 10 miles
Daniel = 12 miles
Set up three equations:
S + D = 21
S + M = 19
M + D = 22
and solve for S, M, and D.
• The letters A through H below each represent a number from 1 to 9. Each letter represents the same number throughout and no number is used twice. If C=3 what is H?
A - C = D
G x E = F
B + G = H
D/C = E
• ANS: H = 5, A=9, B=1, C=3, D=6, E=2, F=8, G=4
Grade 6 Language Lesson Plan - Biography
GRADE 6 LANGUAGE
Biography
Expectations
Overall Expectations:
· Use knowledge of words and cueing systems to read fluently;
· Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading;
Specific Expectations:
Demonstrate Understanding:
· Demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing supporting details;
Making Inferences or Interpreting Texts:
· Develop interpretations about texts using stated and implied idea to support their interpretation
Teacher prompt: ``What is the story between the lines ... beyond the lines? What clues did the author give that led to your conclusion? Why do you think the author doesn`t stated these ideas directly?``
Resources: Text, biographies, chart paper/markers
Introductory Activity:
· Explain to class that effective readers read with a purpose (brief explanation)
· Have students read “Read with a purpose” (p. 9) using a “shared reading” approach
· Pose question: “How does reading about the lives of others help us to learn about our own values and beliefs?”
· Record ideas on a reference chart
Reading Strategies (p. 9)
· Predict what you will be reading about by scanning the title, headings, photos, captions, and text boxes to get a sense of the content
· Pause and check after reading each section to think about what you have read and to check your understanding
· Connect the text to personal experiences, to other texts, and to the world to develop a deeper understanding
Developmental Strategies:
· Read the text using a ``shared reading`` approach (I should read and emphasize important phrases as students follow along; discuss photographs)
· Model reading comprehension strategies using a ``think-aloud`` method (Rapping for Respect, p. 12)
Reading Comprehension Strategies Applied
1. Scan
· Predict what text will be about
· What does the above title tell us about the text?
2. Photos
3. ``Brief Bio``
· Would indicate that this is a biography
Invite students to share any predictions about text to be discussed
· The first paragraph states “for some people, it would be hard to put aside a promising career as a musician to talk to young people about fairness. For Errol Lee, the decision was easy”.
· Pose question: “Does this sentence give any indication as to what the story might be about?” (Pause and check method)
· Note sentence: “He was starting his music career, but he was also getting into trouble”
· Make connection: “Have you ever gotten into trouble, and then decided to change bad habits?”
· Explanation of “empathy”
· Pose question: “How does having empathy or the ability to empathize determine how you treat people?”
· Next heading is entitled ``Cool to Be Kind`` (predict)
· Ask students to work with a partner and discuss biographies as well as reading strategies
· Students are to discuss how reading strategies were applied to biography and record on chart paper
· Students present how reading strategies were used to gain an understanding of their biography
Concluding Activity:
Pose questions: ``Was the biography clear and easy to understand? What text features helped you understand and remember the information? What did the writer want you to learn about Errol Lee?
Method of Evaluation:
· Participation, effort, and engagement with the exercises will noted and given special consideration
Source: Literacy In Action 6 Teacher’s Guide
Biography
Expectations
Overall Expectations:
· Use knowledge of words and cueing systems to read fluently;
· Reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading;
Specific Expectations:
Demonstrate Understanding:
· Demonstrate understanding of increasingly complex texts by summarizing and explaining important ideas and citing supporting details;
Making Inferences or Interpreting Texts:
· Develop interpretations about texts using stated and implied idea to support their interpretation
Teacher prompt: ``What is the story between the lines ... beyond the lines? What clues did the author give that led to your conclusion? Why do you think the author doesn`t stated these ideas directly?``
Resources: Text, biographies, chart paper/markers
Introductory Activity:
· Explain to class that effective readers read with a purpose (brief explanation)
· Have students read “Read with a purpose” (p. 9) using a “shared reading” approach
· Pose question: “How does reading about the lives of others help us to learn about our own values and beliefs?”
· Record ideas on a reference chart
Reading Strategies (p. 9)
· Predict what you will be reading about by scanning the title, headings, photos, captions, and text boxes to get a sense of the content
· Pause and check after reading each section to think about what you have read and to check your understanding
· Connect the text to personal experiences, to other texts, and to the world to develop a deeper understanding
Developmental Strategies:
· Read the text using a ``shared reading`` approach (I should read and emphasize important phrases as students follow along; discuss photographs)
· Model reading comprehension strategies using a ``think-aloud`` method (Rapping for Respect, p. 12)
Reading Comprehension Strategies Applied
1. Scan
· Predict what text will be about
· What does the above title tell us about the text?
2. Photos
3. ``Brief Bio``
· Would indicate that this is a biography
Invite students to share any predictions about text to be discussed
· The first paragraph states “for some people, it would be hard to put aside a promising career as a musician to talk to young people about fairness. For Errol Lee, the decision was easy”.
· Pose question: “Does this sentence give any indication as to what the story might be about?” (Pause and check method)
· Note sentence: “He was starting his music career, but he was also getting into trouble”
· Make connection: “Have you ever gotten into trouble, and then decided to change bad habits?”
· Explanation of “empathy”
· Pose question: “How does having empathy or the ability to empathize determine how you treat people?”
· Next heading is entitled ``Cool to Be Kind`` (predict)
· Ask students to work with a partner and discuss biographies as well as reading strategies
· Students are to discuss how reading strategies were applied to biography and record on chart paper
· Students present how reading strategies were used to gain an understanding of their biography
Concluding Activity:
Pose questions: ``Was the biography clear and easy to understand? What text features helped you understand and remember the information? What did the writer want you to learn about Errol Lee?
Method of Evaluation:
· Participation, effort, and engagement with the exercises will noted and given special consideration
Source: Literacy In Action 6 Teacher’s Guide
Grade 6 Science Space Lesson Plan
GRADE 6 SCIENCE – UNDERSTANDING EARTH AND SPACE SYSTEMS
Space – An Examination and Construction of its Systems
Expectations
Overall Expectations:
· Investigate characteristics of the systems of which the earth is a part and the relationship between the earth , the sun, and the moon;
· Demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space
Specific Expectations:
Relating Science and Technology to Society and Environment:
· Assess the contributions of Canadians
Developing Investigation and Communication Skills:
· Use a variety of forms to communicate with different audiences and for a variety of purposes
Understanding Basic Concepts:
· Identify components of the solar system, including the sun, the earth, and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms
Resources: Chart paper, Markers, Large Styrofoam balls, and various other miscellaneous materials used in the construction of solar systems parts
Introductory Activity:
· Have students break out into groups of 4 around tables and brainstorm ideas that come to mind when space is mentioned. Ideas are to be recorded on chart paper either in a written or pictorial format
· Put alphabet on board vertically and have groups come to front of class and fill in ideas discussed in groups
· Hopefully students will have touched on some of the concepts to be covered in class
· Briefly touch on history of Canadian contributions in space
Developmental Strategies:
· Distribute a recording sheet with respective characteristics that are common to the solar system
· Number students 1 to 5 and have students break out into work stations where five parts of the solar system are represented
· At the stations will be handouts with a description of that respective part of the solar system (Ie. habitation, life forms etc.)
· Students are to rotate throughout the stations checking off the characteristics discovered on recording sheets
· Upon full rotation throughout stations, students are to return to their original station at which time they are to look in cupboards of stations and find materials to construct that respective part of solar system
· At this point, based on the descriptions encountered upon initial rotation, students should have a fairly good idea of the characteristics of the solar system part that they are constructing
· Students are encouraged to actively use the knowledge gained to assist them in the construction
· Teacher will ask students to reconvene in one big group and then proceed to go over the characteristics of parts of the solar system discovered through exercise
Concluding Activity:
· Students will be asked to write a summative paragraph for each part of the solar system discussed outlining salient characteristics
Method of Evaluation:
· Participation, effort, and engagement with the exercises will noted and given special consideration
· Recording sheet will be collected and marked for completion
· Paragraphs written for concluding activity will be collected for evaluative purposes
Follow Up Ideas:
· Look further into Humans` need to discover space assigning readings from the text/supplementary as needed for homework
Space – An Examination and Construction of its Systems
Expectations
Overall Expectations:
· Investigate characteristics of the systems of which the earth is a part and the relationship between the earth , the sun, and the moon;
· Demonstrate an understanding of components of the systems of which the earth is a part, and explain the phenomena that result from the movement of different bodies in space
Specific Expectations:
Relating Science and Technology to Society and Environment:
· Assess the contributions of Canadians
Developing Investigation and Communication Skills:
· Use a variety of forms to communicate with different audiences and for a variety of purposes
Understanding Basic Concepts:
· Identify components of the solar system, including the sun, the earth, and other planets, natural satellites, comets, asteroids, and meteoroids, and describe their physical characteristics in qualitative terms
Resources: Chart paper, Markers, Large Styrofoam balls, and various other miscellaneous materials used in the construction of solar systems parts
Introductory Activity:
· Have students break out into groups of 4 around tables and brainstorm ideas that come to mind when space is mentioned. Ideas are to be recorded on chart paper either in a written or pictorial format
· Put alphabet on board vertically and have groups come to front of class and fill in ideas discussed in groups
· Hopefully students will have touched on some of the concepts to be covered in class
· Briefly touch on history of Canadian contributions in space
Developmental Strategies:
· Distribute a recording sheet with respective characteristics that are common to the solar system
· Number students 1 to 5 and have students break out into work stations where five parts of the solar system are represented
· At the stations will be handouts with a description of that respective part of the solar system (Ie. habitation, life forms etc.)
· Students are to rotate throughout the stations checking off the characteristics discovered on recording sheets
· Upon full rotation throughout stations, students are to return to their original station at which time they are to look in cupboards of stations and find materials to construct that respective part of solar system
· At this point, based on the descriptions encountered upon initial rotation, students should have a fairly good idea of the characteristics of the solar system part that they are constructing
· Students are encouraged to actively use the knowledge gained to assist them in the construction
· Teacher will ask students to reconvene in one big group and then proceed to go over the characteristics of parts of the solar system discovered through exercise
Concluding Activity:
· Students will be asked to write a summative paragraph for each part of the solar system discussed outlining salient characteristics
Method of Evaluation:
· Participation, effort, and engagement with the exercises will noted and given special consideration
· Recording sheet will be collected and marked for completion
· Paragraphs written for concluding activity will be collected for evaluative purposes
Follow Up Ideas:
· Look further into Humans` need to discover space assigning readings from the text/supplementary as needed for homework
Grade 7 Geometry Math Unit Plan
MATH UNIT PLAN
Grade 7
Strand: Geometry and Spatial Sense
Overall Expectations (for unit):
· Construct related lines, and classify triangles, quadrilaterals, and prisms
· Develop an understanding of similarity, and distinguish similarity and congruence
· Describe location in the four quadrants of a coordinate system, dilatate two-dimensional shapes, and apply transformations to create and analyse designs
Specific Expectations:
Geometric Properties:
· Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles, and sides, through investigation using a variety of tools and strategies
· Investigate, using concrete materials, the angles between the faces of a prism, and identify right prisms
Geometric Relationships:
· Demonstrate an understanding that enlarging or reducing two-dimensional shapes creates similar shapes
· Distinguish between and compare similar shapes and congruent shapes, using a variety of tools and strategies
Location and Movement:
· Determine, through investigation using a variety of tools, polygons or combinations of polygons that tile a plane, and describe the transformation(s) involved
Lesson 1
Topic: Three-Dimensional Figures
Time: 50 Minutes
Resources: Textbook, building blocks, polygons in classroom, and smart board
Introductory Activity: 10 Minutes
· Have students look around the classroom noting practical examples of polygons in text
Key Question: Can someone point out 2 examples of a polygon in the room?
· Request a volunteer to make a class list of polygons in the room
Development Strategies: 40 Minutes
Work through activity 2 with students as noted in text:
· Explain and point out basic terms (edges, faces, vertices etc.) on smart board and have students record in math log books
Key Question: Can someone point out the edges, faces, and vertices of this rectangular prism?
· Have students look at a picture of an Egyptian pyramid
· Students are then to construct their own pyramid with materials provided
· Upon completion, list the number of edges and vertices
Lesson 2
Topic: Sketch Front, Top, and Side Views
Time: 50 Minutes
Resources: Textbook, grid paper, class list of polygons, polygons from classroom (Ie. tissue box), and smart board
Introductory Activity: 10 Minutes
· Have students refer to class list of polygons and bring one to the front of class (Ie. Tissue box)
· Have students look at the tissue box and identify edges, face, and vertices as a review and them distinguish between front, top, and side views
Key Question: Is anyone able to point out the front, top, and side view of this tissue box?
· Repeat exercise with a 2 other polygons on class list
Development Strategies: 30 Minutes
· Go over example 1 in text and have students come to the smart board to sketch front, top, and side view of object
· Have students repeat for example 2
· Complete 3 a) of “Check Your Understanding” together as class
Key Question: Can someone sketch the front, top, and side view of 3 a)
· Assign “Check Your Understanding” questions 3, 4, 5, 6, 8, 10 and have students work on in class
Concluding Activity: 10 Minutes
· Take up select questions
· Questions 4 a), 5 a), and 6 b) of “Check Your Understanding”
Homework: Assign questions not completed in class
Lesson 3
Topic: Sketch Front, Top, and Side Views (Nets)
Time: 50 Minutes
Resources: Textbook, construction paper, net outlines, grid paper, cereal boxes, scissors, class list, and smart board
Introductory Activity: 10 Minutes
· Ensure completion of homework
· Provide cereal boxes for each student in the class and ask them to cut open the boxes in order to demonstrate how a net is used to form a three-dimensional shape
Key Question: Does everyone see how the net of the box is used to form a three-dimensional shape? Are there any objects from the class list of polygons that this exercise could be done with?
Development Strategies: 30 Minutes
· Put class into partners and have them complete the “Communicate the Ideas” questions 1 and 2
· Briefly discuss as class
Key Question: How do the nets in question 1 differ?
· Complete question 3 (“Check Your Understanding”) as a class
· Have students complete 4, 5 6, 9, 10, and 11 of “Check Your Understanding” section
· Take up select questions
· Question 11 a) and 11 b)
Concluding Activity: 10 Minutes
· Have students begin to construct nets of their choice on construction paper
Homework: Assigned questions not completed in class and nets
Assessment: Nets will be collected and marked
Lesson 4
Topic: Surface Area of a Rectangular Prism
Time: 50 Minutes
Resources: Textbook, grid paper, cereal boxes, and smart board
Introductory Activity: 10 Minutes
· Have students hand in nets from previous day and ensure completion of questions
· Give students formula for surface area = 2 (length x width) + 2 (length x height) + 2 (width x height)
· Have students record formula in math log books
· Work through practice question as class
· Provide students with cereal boxes that had been cut open in previous class and have calculate the surface area
Key Question: Can anyone tell me the surface area of the cereal box?
Development Strategies: 30 Minutes
· Go over example 1 in text and have students come to the smart board and calculate the surface area of the object
· Have students repeat for example 2
· Complete question 3 of “Check Your Understanding” together as class
Key Question: Can someone calculate the surface area of 3?
· Assign “Check Your Understanding” questions 4, 5, 6, 7, 8, 9 and have students work on in class
Concluding Activity: 10 Minutes
· Take up select questions
· Questions 4 , 7 of “Check Your Understanding”
Homework: Assign questions not completed in class
Lesson 5
Topic: Volume of a Rectangular Prism
Time: 50 Minutes
Resources: Textbook, building blocks, and smart board
Introductory Activity: 10 Minutes
Ensure completion of homework
Brief explanation of formulas pointing out location relevant terms (Ie. base, length, width etc.) on smart board
Volume equals length x width (area of base) x height
· Have students record formulas/key ideas chart in math log books
Break students into partners and have them complete “Discover the Math” question 1 using blocks
Development Strategies: 30 Minutes
Break students into partners and have them complete “Discover the Math” question 1 using blocks
· Take up intro activity through calling on students
Key Question: What is the volume of the rectangular prism that you discovered using the blocks?
· Have class work on practice questions 3 and 6
· Take up as class
Concluding Activity: 10 Minutes
· Begin review for unit test
Homework: Review assigned unit questions and complete practice test at end of chapter
Grade 7
Strand: Geometry and Spatial Sense
Overall Expectations (for unit):
· Construct related lines, and classify triangles, quadrilaterals, and prisms
· Develop an understanding of similarity, and distinguish similarity and congruence
· Describe location in the four quadrants of a coordinate system, dilatate two-dimensional shapes, and apply transformations to create and analyse designs
Specific Expectations:
Geometric Properties:
· Sort and classify triangles and quadrilaterals by geometric properties related to symmetry, angles, and sides, through investigation using a variety of tools and strategies
· Investigate, using concrete materials, the angles between the faces of a prism, and identify right prisms
Geometric Relationships:
· Demonstrate an understanding that enlarging or reducing two-dimensional shapes creates similar shapes
· Distinguish between and compare similar shapes and congruent shapes, using a variety of tools and strategies
Location and Movement:
· Determine, through investigation using a variety of tools, polygons or combinations of polygons that tile a plane, and describe the transformation(s) involved
Lesson 1
Topic: Three-Dimensional Figures
Time: 50 Minutes
Resources: Textbook, building blocks, polygons in classroom, and smart board
Introductory Activity: 10 Minutes
· Have students look around the classroom noting practical examples of polygons in text
Key Question: Can someone point out 2 examples of a polygon in the room?
· Request a volunteer to make a class list of polygons in the room
Development Strategies: 40 Minutes
Work through activity 2 with students as noted in text:
· Explain and point out basic terms (edges, faces, vertices etc.) on smart board and have students record in math log books
Key Question: Can someone point out the edges, faces, and vertices of this rectangular prism?
· Have students look at a picture of an Egyptian pyramid
· Students are then to construct their own pyramid with materials provided
· Upon completion, list the number of edges and vertices
Lesson 2
Topic: Sketch Front, Top, and Side Views
Time: 50 Minutes
Resources: Textbook, grid paper, class list of polygons, polygons from classroom (Ie. tissue box), and smart board
Introductory Activity: 10 Minutes
· Have students refer to class list of polygons and bring one to the front of class (Ie. Tissue box)
· Have students look at the tissue box and identify edges, face, and vertices as a review and them distinguish between front, top, and side views
Key Question: Is anyone able to point out the front, top, and side view of this tissue box?
· Repeat exercise with a 2 other polygons on class list
Development Strategies: 30 Minutes
· Go over example 1 in text and have students come to the smart board to sketch front, top, and side view of object
· Have students repeat for example 2
· Complete 3 a) of “Check Your Understanding” together as class
Key Question: Can someone sketch the front, top, and side view of 3 a)
· Assign “Check Your Understanding” questions 3, 4, 5, 6, 8, 10 and have students work on in class
Concluding Activity: 10 Minutes
· Take up select questions
· Questions 4 a), 5 a), and 6 b) of “Check Your Understanding”
Homework: Assign questions not completed in class
Lesson 3
Topic: Sketch Front, Top, and Side Views (Nets)
Time: 50 Minutes
Resources: Textbook, construction paper, net outlines, grid paper, cereal boxes, scissors, class list, and smart board
Introductory Activity: 10 Minutes
· Ensure completion of homework
· Provide cereal boxes for each student in the class and ask them to cut open the boxes in order to demonstrate how a net is used to form a three-dimensional shape
Key Question: Does everyone see how the net of the box is used to form a three-dimensional shape? Are there any objects from the class list of polygons that this exercise could be done with?
Development Strategies: 30 Minutes
· Put class into partners and have them complete the “Communicate the Ideas” questions 1 and 2
· Briefly discuss as class
Key Question: How do the nets in question 1 differ?
· Complete question 3 (“Check Your Understanding”) as a class
· Have students complete 4, 5 6, 9, 10, and 11 of “Check Your Understanding” section
· Take up select questions
· Question 11 a) and 11 b)
Concluding Activity: 10 Minutes
· Have students begin to construct nets of their choice on construction paper
Homework: Assigned questions not completed in class and nets
Assessment: Nets will be collected and marked
Lesson 4
Topic: Surface Area of a Rectangular Prism
Time: 50 Minutes
Resources: Textbook, grid paper, cereal boxes, and smart board
Introductory Activity: 10 Minutes
· Have students hand in nets from previous day and ensure completion of questions
· Give students formula for surface area = 2 (length x width) + 2 (length x height) + 2 (width x height)
· Have students record formula in math log books
· Work through practice question as class
· Provide students with cereal boxes that had been cut open in previous class and have calculate the surface area
Key Question: Can anyone tell me the surface area of the cereal box?
Development Strategies: 30 Minutes
· Go over example 1 in text and have students come to the smart board and calculate the surface area of the object
· Have students repeat for example 2
· Complete question 3 of “Check Your Understanding” together as class
Key Question: Can someone calculate the surface area of 3?
· Assign “Check Your Understanding” questions 4, 5, 6, 7, 8, 9 and have students work on in class
Concluding Activity: 10 Minutes
· Take up select questions
· Questions 4 , 7 of “Check Your Understanding”
Homework: Assign questions not completed in class
Lesson 5
Topic: Volume of a Rectangular Prism
Time: 50 Minutes
Resources: Textbook, building blocks, and smart board
Introductory Activity: 10 Minutes
Ensure completion of homework
Brief explanation of formulas pointing out location relevant terms (Ie. base, length, width etc.) on smart board
Volume equals length x width (area of base) x height
· Have students record formulas/key ideas chart in math log books
Break students into partners and have them complete “Discover the Math” question 1 using blocks
Development Strategies: 30 Minutes
Break students into partners and have them complete “Discover the Math” question 1 using blocks
· Take up intro activity through calling on students
Key Question: What is the volume of the rectangular prism that you discovered using the blocks?
· Have class work on practice questions 3 and 6
· Take up as class
Concluding Activity: 10 Minutes
· Begin review for unit test
Homework: Review assigned unit questions and complete practice test at end of chapter
Wednesday, March 24, 2010
Case Study
CASE STUDY
The Classroom Covenant
At the beginning of the school year Mrs. Thompson, the grade 7/8 teacher at Westmount Public School, provided each student in her class with a copy of “the classroom covenant”. This covenant outlines her beliefs that each individual in her classroom has a right to be treated with kindness and respect; never to be ignored, laughed at or interrupted.
During a routine math class, Mrs. Thompson noticed David (a grade 8 student) snatch a ruler right out of Dylan’s hand (a grade 7 student) while he was busy working on measurements in his textbook. Dylan immediately snapped at David and told him that he was using the ruler. David chose to ignore Dylan’s complaints because he is older and stronger than Dylan. Mrs. Thompson decided to address each student privately to avoid escalating the problem to the level of a power struggle between the students. She knows that David struggles with the subject of mathematics and that this issue may be at the root of his animosity.
In an effort to reinforce the core value of respect for others within her classroom covenant, Mrs. Thompson assigned a language arts assignment and had everyone pull out their writing journals to reflect on what “the classroom covenant” means to them.
CASE STUDY ANALYSIS
Topic 1: Bullying
Although some teachers would disregard David’s behaviour as “just being a bully”, Mrs. Thompson is aware of Dreikurs theory of “Mistaken Goals” (192). Dreikurs believed that “discouraged children, as well as adults, may use inappropriate behaviours or ‘mistaken goals’ to help achieve fulfillment of their needs” (192). He proposed four mistaken goals which may explain bully type behaviour:
1. Attention Seeking: Students believe they are significant and accepted only when they are the centre of attention. This gives the student a sense of power and control over the class.
2. Power: This occurs when a teacher has attempted to restrain and discourage the behaviour. Power becomes a mechanism by which the student can defeat the teacher or others.
3. Revenge: Usually occurs as a result of the power struggle. If the student cannot belong, they are still able to hurt the others.
4. Self-Imposed Inadequacy: This student simply gives up. They believe they lack the ability and stamina to perform competently.
David’s decision to steal Dylan’s ruler could be a form of attention-seeking behaviour. He could be feeling inadequate about his abilities in math and thus becoming the obnoxious student (193) who has a low opinion about himself and does things to receive negative attention from peers. This relationship is also a cycle of bullying. David’s constant negativity towards Dylan has created feelings of inadequacy in Dylan and thus making him the socially inept student who turns his negative feelings inward and becomes isolated from his peers. Mrs. Thompson speaks with the students individually to delve into deeper issues these students may be experiencing. Mrs. Thompson shows respect for both students and a desire to help each one succeed.
Topic 2: Student Rights and Inclusion
From the aspect of student rights under the charter, it is evident that Dylan is entitled to the fundamental freedom right of “thought, belief, opinion and expression” (244). This fundamental freedom is highlighted in this scenario as David executes his freedom of violent expression as he decides to steal Dylan’s ruler. According to Dr. Rideout, teachers must be aware of instances such as this because “when students are free at work or at play, their actions may startle or shock their teachers” (249). In this instance, David chooses to express unacceptable behaviour towards Dylan. Under the Charter of Rights and Freedoms, Dylan has the right to a safe learning environment and it is “part of a teacher’s duty to be aware of [their] role in transmitting values, something that occurs subtly but constantly” (249). Mrs. Thompson’s values of respect and acceptance are transmitted to the students through her brisk but fair reactions and preventative measures taken to avoid isolation and bullying in her classroom.
Topic 3: Classroom Management and Discipline
Through her training, Mrs. Thompson has been taught about the reasons for discipline in the classroom. To ensure that the students are aware of the limits for the classroom, students need to be aware of what is appropriate behaviour and what behaviours are unacceptable. Stealing a classmates property is unacceptable behavior, therefore, Mrs. Thompson addressed this issue immediately. Some form of punishment had to follow to show the students that they are responsible for their actions. David’s actions were unacceptable and they were justly followed by a logical and fair consequence. Mrs. Thompson was also promoting acceptance which follows survival and safety needs in Maslow’s Hierarchy (129). When acceptance and self-esteem is achieved for a student, learning (self-actualizing needs) can occur. To directly address the problem that was escalating, Mrs. Thompson used the least intrusive and humiliating interventions. Talking to each student privately avoids a power struggle between student and teacher when the student feels threatened. By addressing them privately you are “denying him or her an audience for further defiance or face-saving entrenchment of the negative behaviour” (148). She attempts to prevent further disciplinary problems by searching for underlying causes. Surface behaviours (stealing a student’s ruler) can occur as a result of a deeper rooted problem, but the student’s behaviour can “be redirected - primarily through encouragement, mutual respect, and understanding - to return to original goals” (140).
The Classroom Covenant
At the beginning of the school year Mrs. Thompson, the grade 7/8 teacher at Westmount Public School, provided each student in her class with a copy of “the classroom covenant”. This covenant outlines her beliefs that each individual in her classroom has a right to be treated with kindness and respect; never to be ignored, laughed at or interrupted.
During a routine math class, Mrs. Thompson noticed David (a grade 8 student) snatch a ruler right out of Dylan’s hand (a grade 7 student) while he was busy working on measurements in his textbook. Dylan immediately snapped at David and told him that he was using the ruler. David chose to ignore Dylan’s complaints because he is older and stronger than Dylan. Mrs. Thompson decided to address each student privately to avoid escalating the problem to the level of a power struggle between the students. She knows that David struggles with the subject of mathematics and that this issue may be at the root of his animosity.
In an effort to reinforce the core value of respect for others within her classroom covenant, Mrs. Thompson assigned a language arts assignment and had everyone pull out their writing journals to reflect on what “the classroom covenant” means to them.
CASE STUDY ANALYSIS
Topic 1: Bullying
Although some teachers would disregard David’s behaviour as “just being a bully”, Mrs. Thompson is aware of Dreikurs theory of “Mistaken Goals” (192). Dreikurs believed that “discouraged children, as well as adults, may use inappropriate behaviours or ‘mistaken goals’ to help achieve fulfillment of their needs” (192). He proposed four mistaken goals which may explain bully type behaviour:
1. Attention Seeking: Students believe they are significant and accepted only when they are the centre of attention. This gives the student a sense of power and control over the class.
2. Power: This occurs when a teacher has attempted to restrain and discourage the behaviour. Power becomes a mechanism by which the student can defeat the teacher or others.
3. Revenge: Usually occurs as a result of the power struggle. If the student cannot belong, they are still able to hurt the others.
4. Self-Imposed Inadequacy: This student simply gives up. They believe they lack the ability and stamina to perform competently.
David’s decision to steal Dylan’s ruler could be a form of attention-seeking behaviour. He could be feeling inadequate about his abilities in math and thus becoming the obnoxious student (193) who has a low opinion about himself and does things to receive negative attention from peers. This relationship is also a cycle of bullying. David’s constant negativity towards Dylan has created feelings of inadequacy in Dylan and thus making him the socially inept student who turns his negative feelings inward and becomes isolated from his peers. Mrs. Thompson speaks with the students individually to delve into deeper issues these students may be experiencing. Mrs. Thompson shows respect for both students and a desire to help each one succeed.
Topic 2: Student Rights and Inclusion
From the aspect of student rights under the charter, it is evident that Dylan is entitled to the fundamental freedom right of “thought, belief, opinion and expression” (244). This fundamental freedom is highlighted in this scenario as David executes his freedom of violent expression as he decides to steal Dylan’s ruler. According to Dr. Rideout, teachers must be aware of instances such as this because “when students are free at work or at play, their actions may startle or shock their teachers” (249). In this instance, David chooses to express unacceptable behaviour towards Dylan. Under the Charter of Rights and Freedoms, Dylan has the right to a safe learning environment and it is “part of a teacher’s duty to be aware of [their] role in transmitting values, something that occurs subtly but constantly” (249). Mrs. Thompson’s values of respect and acceptance are transmitted to the students through her brisk but fair reactions and preventative measures taken to avoid isolation and bullying in her classroom.
Topic 3: Classroom Management and Discipline
Through her training, Mrs. Thompson has been taught about the reasons for discipline in the classroom. To ensure that the students are aware of the limits for the classroom, students need to be aware of what is appropriate behaviour and what behaviours are unacceptable. Stealing a classmates property is unacceptable behavior, therefore, Mrs. Thompson addressed this issue immediately. Some form of punishment had to follow to show the students that they are responsible for their actions. David’s actions were unacceptable and they were justly followed by a logical and fair consequence. Mrs. Thompson was also promoting acceptance which follows survival and safety needs in Maslow’s Hierarchy (129). When acceptance and self-esteem is achieved for a student, learning (self-actualizing needs) can occur. To directly address the problem that was escalating, Mrs. Thompson used the least intrusive and humiliating interventions. Talking to each student privately avoids a power struggle between student and teacher when the student feels threatened. By addressing them privately you are “denying him or her an audience for further defiance or face-saving entrenchment of the negative behaviour” (148). She attempts to prevent further disciplinary problems by searching for underlying causes. Surface behaviours (stealing a student’s ruler) can occur as a result of a deeper rooted problem, but the student’s behaviour can “be redirected - primarily through encouragement, mutual respect, and understanding - to return to original goals” (140).
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