The Very Hungry Caterpillar Cover Sheet

Teacher Candidate Title of Exemplar Portfolio Category ACEI Standard

Rachel Mullen Hungry Caterpillar x I II III IV V

Cohort #

414

Development, Learning, and Motivation 1. Development, Learning, and Motivation

ACEI Standard Element(s)

Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students development, acquisition of knowledge, and motivation.

Semester 1.

Spring 2013

Date

April 28, 2013

Description of exemplar and how it demonstrates meeting this ACEI Standard and Element(s). This exemplar was a lesson I did that was based around the story, The Very Hungry Caterpillar. First, I read the story with my students. Next, they were put into groups which were strategically made so that struggling students would be placed with excelling students. Then, they were given a math story problem, and told to find the answer with their group. They could not ask me any questions (about the math), and they couldnt ask other groups questions. They had to work together and figure it out by themselves. Additionally, it was a problem that had multiple different answers. Because I grouped student intentionally in the way I did, I was allowing for both the excelling students and the struggling students to continue to learn, and to not feel left out. Even though this problem may have been easy for the exceling students, they had the opportunity to help their peers, which allowed them to advance their learning as well. This allowed both excelling and struggling students to learn together and from each other, while motivating them to work well in their group to get their answer.

2.

Reflection on my professional growth in knowledge, skills, and dispositions related to this ACEI Standard and Element(s). My knowledge of learner strengths, learning, and motivation grew while doing this lesson because I was able to see how different strengths from different students could be used to help each other in the classroom setting. By pairing my students based on their individual strengths and needs, I was able to gain knowledge about how my students can learn from each other, not just myself as the teacher. I was able to develop my skills in intentionally grouping my students. We have learned about the different ways to group students in our classes, however, normally I would just draw numbers. For this lesson, I chose to intentionally group my students. I paid attention to strengths, needs, personalities, friendships, etc. I worked with my mentor teacher as

well to make sure that no group would become a problem. It ended up working out well, and all of the groups were successful. My disposition related to having students work together grew significantly during this lesson. I have learned so much about the benefit of group work and learning from peers through my classes, however it is not something that my mentor implements. My mentor spends most of the class time either having the students work individually, or having them work all together as a class. I thought group work would be a fun mix up for my students, and I was correct! They were focused, they worked well together, and they seemed to have fun in their groups. Before this lesson, I thought group work would be a fun and beneficial way to teach my students, and now, I agree even more.

ITE 325 Lesson Plan Format DRAFT (1/13/13)

Name: Rachel Mullen Title: The Hungry Caterpillar

Grade Level and Setting: 1st Grade, Ahuimanu Elementary, General Education Date Taught: Unknown Duration: 45-50 minutes Number of Students: 18

Overarching Mathematical Goal(s): Use pictures and numbers to show all of the combinations that make 12. Consider Your Students Needs: Students Need to Know: Standard Number Word Sequence for numbers up to 12. Students who do not know this will be paired with a student who does. That there is more than 1 way to make up a number. Students who do not understand this will have extra time with their partners to discuss, explore, and create ALL of the possible solutions for this problem. o Teacher can ask, Is that the only way to make 12? to help students along. Frequently in the classroom, my students do math as a whole group with teacher guidance, or independently. I have never seen the students work in small groups on their own. Some students may get off task, and some students may not work well with the partners that I have paired them with. In either of these situations, the teacher will change the partner groups to make sure that all groups are working efficiently together. In the event of an extreme situation, the teacher can review what it means to work well with others. For English Language Learners: Since the groups will be a mix of excelling students, and struggling students, and ELL students will have a student in the group who is good at math and good at helping other students. If the ELL student is a severe case, they may have a teacher/classroom helper as a group member as well. For Students with Special Needs: Since the groups will be a mix of excelling students, and struggling students, any students with special needs will have a student in the group who is good at math and good at helping other students. If the student with special needs has a severe disability, they may have a teacher/classroom helper as a group member as well. Materials Needed: Each student will need: Pencil, 12 in all worksheet, finished coloring worksheet, crayons, access to any manipulatives wanted.

Teacher will need: same as student, The Very Hungry Caterpillar Sources: http://joyfullearninginkc.blogspot.com/2012/03/hungry-caterpillar-math-book.html Standard/Benchmark HCPSIII/Common Core: 1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Assessment Observe: Strategies students are using Reasoning behind their strategy Group working together! Ask: How did you solve this problem? Why did you solve it that way? How many different answers did you get? What if I solved the problem by __________? Is _____ oranges and _____ plums a possible answer? Why/why not? This group got 6+6=12 but this group got 5+7=!2? Which group is correct?! (substitute 2 different answers groups came up with.)

Assessment Recording Sheets and/or Rubrics:

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;)15(;)1./)7"/30/(41'" )02"15(".0-3+;)1.30" 0(/('')+,"-3+".1'" '3781.309""

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Activities/Instructional Strategies BEFORE: Students will meet at carpet Teacher will ask students about what they know about caterpillars (since this type of animal was covered in the science curriculum). o How do caterpillars move? o What is the life cycle of a caterpillar? o What else do you know about caterpillars? Teacher will read The Very Hungry Caterpillar Teacher will have the students get into (preplanned) groups to work on the story problem about to be given. o Groups will have excelling math students paired with struggling math students in order to help them (since they can only talk to their group members). Teacher will hand out a 12 in all worksheet to each student. Teacher will ask for a volunteer from the class to read the problem aloud. Student will read the problem aloud. Teacher will ask for a volunteer to re-explain the problem, because Ms. Mullen doesnt understand. Student will re-explain the problem in his/her own words. Teacher will tell students the following rules: o They have 20 minutes to complete this problem as a group! o Every student in the group must have the answer and have shown their work on the paper (not just one per group). o Students can solve this problem in any way that they want (picture, manipulatives, written out, etc). o Not everyone in the group has to solve the problem the same way. o You may only talk to your group members (not even the teacher). o After finding an answer, color your 12 in all worksheet. o When you think you are finished, bring all the papers to the teacher, and you may receive a hungry caterpillar-coloring sheet! o Dont forget: number name and date! DURING: Students will work in their groups to come up with a solution to the problem. o Use any strategy wanted, manipulatives, etc. o Can be anywhere in the room wanted. Teacher will walk around and take notes about strategies being used, students taking the lead, students who appear to not be participating, etc.

Students may ask/say: o Im done! o Do you just want one answer? o My group member got a different answer than me! Teacher can ask/say: o Is that the only answer? o Could there be another answer? o Then, are you really done? Groups who finish early can work on the caterpillar-coloring sheet (and color their 12 in all paper).

AFTER: Teacher will have the groups share out with the other groups about what strategy they used, and what answer they came up with. Teacher can say: o If 7+5=12, how can 6+6=12? o Can you show me why? (Have students draw it on the board). Teacher will discuss how multiple answers are right, and give examples of other answers/non answers (and have the students explain why the non answers are incorrect). Student may say: o 12+0=12 Teacher can say: o Could the caterpillar have eaten 12 oranges? o Could the caterpillar have eaten 12 plums? o Yes, this is correct. But let us look at the problem. The caterpillar ate SOME oranges and SOME plums. If we know that he had to eat some of each, could he have eaten 0 of something? Teacher will make a table on the board that the students can come fill in with their answers until we have all of the possible answers. (See Below). Oranges 11 1 10 2 9 3 8 4 7 5 6 Plums 1 11 2 10 3 9 4 8 5 7 6 Total 12 12 12 12 12 12 12 12 12 12 12 Number Sentence 11+1=12 1+11=12 10+2=12 2+10=12 9+3=12 3+9=12 8+4=12 4+8=12 7+5=12 5+7=12 6+6=12

Any other resources needed (worksheets, data tables, copies from teacher sources, etc): 12 in All Worksheet- 20 copies Cover Coloring Sheet- 20 copies Orange/Plum table on board.