David+Thompson+Page

i wonder if LA and Math and social can be worked together... consider this situation...perhaps this might be an idea for our presentation??? math subtraction sheet completed (may have been previous night's homework) work evaluated by/with peers (traditional evaluation of math exercise) student evaluates own work considering effort, distractions or other factors reflect and identify the experience of evaluating peers work and own work include in reflection who what when where why what are the students feelings, ideas, altered ideas; what is the context of the students discovery/learning; what is their vision of their learning environment; what are some of the 'blocks' to individuals learning? i think that this exercise will hit social studies if we consider the social implications of the evaluation process i think that there can be alot of information to gather from the students in this situation and it can provide the opportunity for the teacher to truly assess students on a deeper level than a number or letter. it might be neat if we were to lable our audience (lable our students) with different social stigmas. place typical stereotypes on them--females are not as good at math as males, asians excel in math. perhaps there could be a situation where an asian student submitted an answer that is really complex and it looks good and is marked correct but is totally wrong

this table is for the first visit by greg to DTMS. Put in your names! what class and in what period will you be doing your lesson?
 * period ||  ||   || Day 6 ||   ||   ||   ||   ||
 * 1 || 8-8:57 ||  || Patrick will meet Greg at door @~ 8:45am ||   ||   ||   ||   ||
 * 2 || 8:57-9:54 ||  || Lisa LA ||   ||   ||   ||   ||
 * 3 || 10:02-10:59 ||  || patrick LA ||   ||   ||   ||   ||
 * 4 || 10:59-11:56 ||  ||   ||   ||   ||   ||   ||
 * lunch || 11:56-12:46 ||  ||   ||   ||   ||   ||   ||
 * 5 || 12:46-1:43 ||  || justin Mathematics ||   ||   ||   ||   ||
 * 6 || 1:43-2:40 ||  || Manprett ||   ||   ||   ||   ||

i had another idea for a lesson plan. i am planing on doing this when Greg comes to visit DTMS. i will be doing an LA class on story writing. -take in cover pages from several magizines -ask a student to come up and pick a page and give it to their friend, one that they think would like the picture. (this reenforces relationship between students, reenforce relationship with teacher and students, getting to know students more and how they interact, getting students involved and active) -the student receiving a picture page must come to the front of the class to get a picture page to give to their friend (students become unified as a class, students get excited for their turn to participate and be included, students want to see who got what picture) -perhaps the students can explain the reason they gave the picture to the particular student (along with the other procedures to this lesson sharing why a picture was chosen and shared will cover more than one of the 5 General Outcomes) -dont forget that there is a criteria for the story writing process that jives with the PAT (this part i am weary on--how can i get the students to listen up for a minute and take this part seriously?) -explain the criteria orally and have it written on board for convienent access and reminder to the students. -some students in my class seem to struggle with discriptive vocabulary. adjectives. provide a list of adjectives. 5 must apear in their story. bam! draw a picture fool! Go to MATH! OUT! smile and wave...

Patrick

some post thoughts to this second lesson: have the students switch pictures after 15 min. provide constant change to keep them interested.