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Lesson Plan 3

Grade2: Math/ELA/FNMI

Unit: Patterns

Lesson Duration: 40

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Grade 2 Math GLO (Patterns and Relations strand):

Use patterns to describe the world and solve patterns.

Related SLO:

1) Demonstrate an understanding of repeating patterns (three to five elements)

by: describing, extending, comparing, and creating patterns using manipulatives,

diagrams, sounds, and actions.

[C, CN, R, PS, V]

Grade Two ELA GLO 1:

Students will listen, speak, read, write, view and represent to explore

thoughts, ideas, feelings and experiences.

Related SLOs:

1.1 Discover and Explore - Express ideas and develop understanding -

express or represent ideas resulting from activities or experiences with oral, print

and other media texts.

1.2 Clarify and Extend - Combine Ideas - record ideas and information in ways

that make sense.

Grade Two ELA GLO 2:

Students will listen, speak, read, write, view and represent to comprehend

and respond personally and critically to oral, print and other media texts.

Related SLO:

2.3 Understand Forms, Elements and Techniques - Experiment with

language - demonstrate interest in the sounds of words and word combinations in

pattern books, poems, songs, and oral and visual presentations.

LEARNING OBJECTIVES

By the end of the lesson students will:

1. Understand and create repeating patterns.

2. Organize and record patterns in a coherent manner.

ASSESSMENTS

Observations:

Engagement of students in group work Ability and willingness to participate in smart board activity.

Key Questions:

How would you write this animal sound? What is a repeating pattern? What is the core of the pattern?

Written/Performance Assessments: exit slip

MATERIALS AND EQUIPMENT

* Smartboard / computer

* Exit slips (one per student)

PROCEDURE

Introduction (3 min.):

Hook/Attention Grabber: SAY: In today’s lesson on patterns, we will be having fun with animal sounds, so I want you all to be ready to make crazy animal sounds when the time comes! Assessment of Prior Knowledge: SAY: Raise your hand if you can demonstrate any of the sound or action patterns we did yesterday. Then allow one or two students to perform for the class. Make sure to pick students who were observed to have a firm grasp on patterns during the previous lesson. Expectations for Learning and Behaviour: SAY: There is going to be some times today when we are going to be loud, but also other times when we will need to be quiet, so I need everyone to listen carefully when I give instructions.

Advance Organizer/Agenda: Intro, group Smartboard activity with animals and patterns, exit slips to be completed individually. Transition to Body: SAY: O.K. everyone, feet on the floor, sit up straight, and let’s focus our attention on the Smartboard. Bring up the lesson three Smartboard presentation file, or have it already up but hidden using a shade.

Body (27 min.):

Learning Activity: Smartboard Activity DO: For the first part of this activity, keep the pace fairly quick. The first four slides should be completed in three minutes each. SAY: Today we are going to be looking at a few animals that are important in Aboriginal storytelling. DO: Reveal the first slide from the presentation (which shows a coyote). SAY: Give me a thumbs up if you know our first animal and a thumbs down if you are not sure. DO: Wait 3-5 seconds. SAY: You were right if you thought that this was a coyote. In old, old stories told by Aboriginal elders, the coyote is smart, sneaky, and almost always hungry. Let’s listen to what the coyote sounds like. DO: Play the first few seconds of the coyote video from YouTube. SAY: O.K. everyone, let’s all make coyote sounds together, nice and loud. DO: Howl like a coyote for five seconds. SAY: WOW, you students would make excellent coyotes! Now everyone please quiet down and focus on me again. SAY: With the people beside you, I want you to decide how to spell ‘howl’. DO: Wait for 15-20 seconds, then add the text ‘howl’ to the slide on the provided line. ASK: Did you spell it correctly? DO: Repeat the process for slides two (bison), three (raven), and four (rattlesnake) with the following notes:

The bison has a special place of honour in Aboriginal stories, because they often gave themselves up willingly as food for the survival of the people. Make low grunts and snorts for the noise; use ‘snort’ for the text

Ravens could help you or trick you in Aboriginal stories, so beware. Make loud calls of ‘CAW’ for the noise; use ‘caw’

for the text.

Snakes were thought of with fear and awe, also it was considered bad luck in many tribes to keep a snake as a pet. For the noise, make a loud staccato hissing; use ‘rattle’ for the text.

SAY: O.K. class, now we are going to look at some repeating patterns and try to extend them. DO: Take a full 7-8 minutes on this next slide, observe and probe for understanding. Turn to slide five and demonstrate on the Smartboard how to use the infinite cloners. SAY: The part of the pattern that repeats is called the ‘core’, everyone repeat after me, “core.” DO: Next, move the digital shade down one line at a time and ask the students to find the core of the pattern. Then ask one student to come up to the board and drag the appropriate element onto the question marks. Be sure to have them state the reason for their choice. SAY: Nice work everyone! Now we are going to create our own repeating patterns. DO: Take another 7-8 minutes on this slide. Turn to slide 6 and demonstrate creating a core and extending the pattern using the elements at the top of the page. Next, have two or three students (depending on time) come up and create their own patterns. Make sure the first student you chose is supremely confident and highly likely to model effectively for their peers. Assessments/Differentiation: Observation and conversation / Allow students to make patterns of different lengths on the smartboard.

Closure (10 min.):

Consolidation/Assessment of Learning: ASK: By a show of hands, who remembers what the ‘core’ of a repeating pattern is? DO: Observe who raises their hand and with what level of confidence. SAY: That’s great everyone, remember: the core of a

repeating pattern is the part that repeats over and over. Now we are all going to create our own repeating pattern. DO: Hand out an exit slip to each student and then read the instructions aloud. SAY: Go ahead and make a pattern from the shapes. Bring your paper to me when you are finished. Feedback From Students: Have the students take five minutes to fill out the exit slip. Feedback To Students: As the students bring you their paper, check that it meets the requirements. If so, congratulate them. If not, make suggestions and give them a minute to make alterations. Transition To Next Lesson: Finish collecting the exit slips. SAY:

Everyone did great today! In our next lesson we are going to create even more patterns.