SIOP Lesson Plan Template

SIOP Lesson Plan Template

Date: ________________________    Grade/class/subject: _Third grade, Mathematics, Fractions_

Unit/Theme:_______________________

Standards:____________________________________

Content Objective(s):  Students will represent conventional fractions to quantify the results of distribution.

They will use the liter as a unit of measurement.

Also, students will link the hour term with time taking in count the minute and hour hand.

Language Objective(s): Students will learn how to ask and answer about time expressions using fractions and polity questions.

Students will recognize the frequency and time expressions.  And they will be able to report actions in a specific time.

SW learn how to ask and answer about containers and beverages using: Can I have_____, please?

SW learn and use the Object pronouns: Me, you, him, her, it, us, them.

CONTENT SUBJECT:

Approaching and solution of problems that apply addition of simple factions, through material manipulation.

The reading of the clock hands. The minute/hour hand

Use of expressions time. Using half and a quarter.

Measuring of weight and density using the KILOGRAM and LITER.

Measuring the density on containers using the liter as measurement.

Solving simple problems that imply the use of hours, days and months.

Reading the clock.

Recognizing, writing and reading fractions of a whole.

a)      Relation with other topics

Lesson 1. The bus station

In the first one we start using the story of child: Paco goes to the train stations because he wants to go his uncle’s farm. So, introduce the fractions in a simple way using time expressions and the prior knowledge about their experiences in bus stations, and also the numbers that they already saw before.

Lesson 2. In the cow shed.

Paco visit the cow shed that his uncle has in his farm. There he learns what is done with the milk produced in the farm. In this lesson SW learn weight and density using the LITER as a measurement of density and also the use of containers.

TEACHING ENGLISH AS A LANGUAGE:

a)      Adaptation in the materials

The use of clocks.

SW make a clock in school

using: a paper plate, a straw, a marker, and a pin

.

Then, SW write the times. Then listen and check the next song:

On Fridays I get up at 

___________________________.   

I want to wash my hair.

But I can’t take a shower

Because my sister is there!

I can’t wash my face

I can’t wash my hair

I can’t brush my teeth

Because my sister’s there

She’s there from

_______________________

To____________________

______________________

And every Friday morning

I wait and wait and wait.

I can’t wash my face

I can’t wash my hair

I can’t brush my teeth

Because my sister’s there

b)      Key concepts

O’clock

A quarter after

Half past

A quarter to

REFLECTIONS IN TEACHING AND LEARNING:

a)      How to tech

The teaching in time is difficult specially in these grade, but at  the same time is very interesting because of challenge to teach fractions, the measurement of time, and structure about asking and answering about time in real situations. For example, in this lesson we situated to the students in a bus station, where they have to use their knowledge of time expressions and also they will resolve simple problems using hours, days and months. At the end they will also discover other ways to say the hour.

b)      Constructivism approach

In my personal construction knowledge I learned how to relate content and language objectives, and also how to give a sequence and coherence in a theme. Involving personal construction of knowledge and social construction of meaning the students will acquire the content and language.

During the class I expect them to learn with their own experiences and at the same time I want to engage their cultural construction of knowledge, first I want that S’s talk to me about their activities asking the by the time, the they will talk to me and then with their partners about their experiences in stations (train, bus or airport). In pairs they will practice and learn about time expressions making personal meaning for themselves, discussing social meaning in peer groups, and deciding how on shared meaning with their partners in class

c)       Principles of learning

Engaging Prior Understandings (preconceptions)

S’s will show up their preconception about the numbers and some time expressions. And their own experiences in bus stations, train stations or airports. Their common sense at the time.

The Essential Role of Factual Knowledge and Conceptual Frameworks in Understanding

This is basically making a habit in the class asking them for time. An activity where they should take notes about what important events occurs and they have to write the exact time. Also, a report about what do they do or some programs in TV and their activities in school.

The Importance of Self-Monitoring (metacognition)

By their own, S’s will report the events around them, reporting the time to their other partners. Also, they will discover the different ways at saying the hour using fractions or specific minutes.



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