planning for authentic instruction
I quickly learned that a secret to teaching effectively and creatively is to be well planned! I have found that alot of issues in the classroom can be traced back to poor planning. Although a day plan is not necessarily written in stone, it provides the means and security to be creative and ensures all outcomes are taught.
Grade 1 Year Plan 2013-2014
(Due to the collaborative nature of our Montessori Program, I only had to make minor modifications to a year plan generously given to me by a colleague and mentor, Rachel Graham. I am not comfortable posting it online at this point.)
I took this Year Plan and modified it to work for me month by month. The outcomes are not included, as it is used as a quick reference.
Grade 1 Year Plan 2013-2014
(Due to the collaborative nature of our Montessori Program, I only had to make minor modifications to a year plan generously given to me by a colleague and mentor, Rachel Graham. I am not comfortable posting it online at this point.)
I took this Year Plan and modified it to work for me month by month. The outcomes are not included, as it is used as a quick reference.
working_lbd_monthly_plan.docx | |
File Size: | 30 kb |
File Type: | docx |
From there I have a framework for my day plan. I try to include the specific outcome I am teaching on the day plan, because it keeps me accountable and provides proof that the outcomes are consciously being taught in my classroom.
oct_27-31.docx | |
File Size: | 90 kb |
File Type: | docx |
math_feb_20.docx | |
File Size: | 19 kb |
File Type: | docx |
I refer to Alberta' Cross-Curricular Competencies as I plan individual lessons and keep a copy of it by my computer for easy reference.
Grade One Math Lesson: Making Ten
This lesson highlights how the Montessori philosophy and the Alberta Program of Studies can work together beautifully! (In a regular classroom this activity would be a great anchor activity!)
Outcome: Number SO 10: Describe and use mental math strategies for basic addition and related subtraction facts to 18, such as: counting on and counting back, making 10, using doubles, thinking addition for subtraction.
Introductory Set: Trees and Snowflakes Activity Presentation
Before the main lesson I presented the following activity to the students. I found the activity on Pinterest, adapted it to focus on the "making 10" strategy in the Alberta Program of Studies, printed and laminated it, then created the recording sheet. (I was lucky to find the exact same graphics for the tree and snowflake!)
I often will introduce activities like this before the "main" lesson. These mini-lessons are short but very focused. It gives the students an idea of what we are going to do and provides something for early finishers to do right away.
Grade One Math Lesson: Making Ten
This lesson highlights how the Montessori philosophy and the Alberta Program of Studies can work together beautifully! (In a regular classroom this activity would be a great anchor activity!)
Outcome: Number SO 10: Describe and use mental math strategies for basic addition and related subtraction facts to 18, such as: counting on and counting back, making 10, using doubles, thinking addition for subtraction.
Introductory Set: Trees and Snowflakes Activity Presentation
Before the main lesson I presented the following activity to the students. I found the activity on Pinterest, adapted it to focus on the "making 10" strategy in the Alberta Program of Studies, printed and laminated it, then created the recording sheet. (I was lucky to find the exact same graphics for the tree and snowflake!)
I often will introduce activities like this before the "main" lesson. These mini-lessons are short but very focused. It gives the students an idea of what we are going to do and provides something for early finishers to do right away.
Trees and Snowflakes - Making 10
Montessori Inspired Anchor Activity
-10 "tree" ten frames
-20 "snowflake" cards
-recording sheet
Students will take one ten frame. They will ask themselves "how many trees are on this ten frame?" and record the number on the sheet. (i.e. 3 trees)
Students will take the snowflake cards and fill in the ten frame until full. They will ask themselves "how many snowflakes did I add?" and record the number on the sheet. (i.e. 7 snowflakes)
To avoid confusion, the sheets already have "10" as the answer. I did this to ensure the students understood that when they use a ten frame to make ten, they will never get an answer greater than or less than ten.
Students will continue until all ten frames have been used and the recording sheet is full.
Montessori Inspired Anchor Activity
-10 "tree" ten frames
-20 "snowflake" cards
-recording sheet
Students will take one ten frame. They will ask themselves "how many trees are on this ten frame?" and record the number on the sheet. (i.e. 3 trees)
Students will take the snowflake cards and fill in the ten frame until full. They will ask themselves "how many snowflakes did I add?" and record the number on the sheet. (i.e. 7 snowflakes)
To avoid confusion, the sheets already have "10" as the answer. I did this to ensure the students understood that when they use a ten frame to make ten, they will never get an answer greater than or less than ten.
Students will continue until all ten frames have been used and the recording sheet is full.
Close up view of the recording sheet. The trees and snowflakes visuals reminded the students to ask themselves "how many trees/how many snowflakes". (This visual reminder helped in keeping them on task while I circulated later on in the lesson.)
When making activities, a factor to consider in the Montessori classroom is "control of error" (a way for the students to check their own work). I have done this by writing the correct number of trees on the back of the ten frame. I also have a "control chart" students can refer to after they have completed the activity.
After the activity has been presented to them, the materials go on the math shelf for them to choose to work with when they finish our whole-group lesson.
Main Instruction: Using a blank ten frame, two-sided bingo chips, and a similar recording sheet, I explain that we will use the same process for making ten that we just learned.
I take 1 chip (flipped to yellow) and place it on the ten frame; I record "1" on the sheet. Then I take 9 chips (flipped to red) and place them on the ten frame; I record "9". I explain that 1+9=10. I now flip my second chip to yellow, recording a "2" on the sheet. I now have 8 red chips; I write 8 on my sheet, showing that 2+8=10. I continue this a few times. A few students may start to see a pattern!
Main Instruction: Using a blank ten frame, two-sided bingo chips, and a similar recording sheet, I explain that we will use the same process for making ten that we just learned.
I take 1 chip (flipped to yellow) and place it on the ten frame; I record "1" on the sheet. Then I take 9 chips (flipped to red) and place them on the ten frame; I record "9". I explain that 1+9=10. I now flip my second chip to yellow, recording a "2" on the sheet. I now have 8 red chips; I write 8 on my sheet, showing that 2+8=10. I continue this a few times. A few students may start to see a pattern!
Independent Practice: Using
individual blank ten frames that I printed as well as the two-sided bingo
chips, the students will go to their desk and practice making ten and recording
the answers on their recording sheet. My role is to circulate and support the students where needed.
Closure: As they finish they raise their hand so I can look over their work; once it is complete and correct they are free to choose an activity from the Math Shelf.
Reflection: I was surprised that the students had trouble when they got to 5+5=10; they were also unsure about 10+0. Continue to be strict on students raising their hand when they are finished (no "duckling" lines as I circulate)!
Closure: As they finish they raise their hand so I can look over their work; once it is complete and correct they are free to choose an activity from the Math Shelf.
Reflection: I was surprised that the students had trouble when they got to 5+5=10; they were also unsure about 10+0. Continue to be strict on students raising their hand when they are finished (no "duckling" lines as I circulate)!