OBJECTIVES:
The Learner will:
• Add and subtract rational expressions.(5, A-2-H) (Application-Cognitive)
• Simplify complex fractions. (5, A-2-H) (Application- Cognitive)
• Explain the problem using dance. (Set-Psychomotor, Synthesis-Cognitive)
TIME: 2 days following the computation problems
MATERIALS
websites of examples of performing arts (Appendix A), rubric (Appendix B)
SUMMARY:
Students will use movement to enrich the process of solving word problems. They will be allowed to pick a movement and will use it to express word problems. The students will evaluate peers’ “word problem” and offer written constructive criticism.
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The students will be given a word problem to work out mathematically as a quiz (Appendix C) I did not give the quiz.. The teacher will review pantomime, movement, verbalization, acting, and gymnastics, etc, different types of performing arts. She will let the students give examples and explain some of the likes and differences. She will ask them why they would rather watch a movie than read a book, or watch a commercial rather than read an advertisement.
ACTIVITY:
Teach/Model: Day 1: The teacher will ask students how they might demonstrate addition or subtraction using the different performance arts. The teacher will demonstrate the different ways using different performing arts. She will encourage the students to try individually or in groups of two. The teacher will explain that performers can work solo or as an ensemble. They might find help and ideas as a group or might enjoy the challenge of a solo. She will work out physically the first 2 examples on Appendix D. The students will offer suggestions to what they think might have helped them understand the problem better. If need be, act out without being a symbol. (5, A-2-H)(B, D) We stretched.
Day 2: The teacher will answer any questions from the previous day. She will ask the students to review the different types of performance arts. She will talk about the importance of stretching and warming up. (A, B, C) I allowed them to pick groups of 2 or 3 and gave them formulas on Appendix D to act out. Then they had to act out the problems.
Day 3: Stretching.
Guided Practice: Day 1: The students will walk the teacher through Example 1.3 and 1.4. (Appendix D). (5, A-2-H) (A, B, D) I had the students (in pairs I picked) demonstrate basic operations using different types of performing arts.
Day 2: The students and teacher will do a walk around stretch. They will walk, freeze, stretch to the floor and roll up. Walk, stop, stretch to the ceiling and roll down and back up. The teacher will allow them 20 minutes to work on their presentation. (A)
Day 3: I let the groups pick one of the four parts of the problem on Appendix C. (Formula, problem, work, answer) For a tie, they “picked a number”. I gave them 10 minutes to come up with a rough “draft” to present only to me.
Independent Practice: Day 1: Then they will have a chance to work example 1.5 (Appendix D) paired up across the rows. Each group will present and we will rate which group expressed the problem the clearest to help solve the problem and give constructive criticism. (5, A-2-H) (D) I then changed pairs and they demonstrated simple algebraic expressions.
Day 2: They will present and evaluate. (5, A-2-H) (A, B, C, D)
Day 3: They were given 10 minutest to clean it up for presentation. They presented in front of the class. We did not get to put the four “acts” together for the production.
Closure: Day 1: Preparation for Day 2: The students will be allowed to work as solo or ensemble. Each group will decide which manner they want to present the problem. They will be given the problem (Appendix E) 10 minutes before the end of class to decide if they need to bring or make props for the next day. We will talk about why they chose the particular method. (5, A-2-H) (D)
Day 2: They will take the same quiz (Appendix B). I will pick it up and we will discuss the benefits of performing arts (exercise, makes your brain think in a different direction, helps make sense of word problems.) (5, A-2-H) I assigned them a problem from Appendix D to put to movement for the next day.
Day 3: They evaluated each other and their group. We ran out of time, I would have wanted a verbal discussion about the activity.
EVALUATION/ASSESSMENT:
Teacher observation/monitoring. (5, A-2-H) (A, B)
The improvement on the quiz. (5, A-2-H)
Rubric. (5, A-2-H) (A, B, C, D)
Peer evaluation. (5, A-2-H) (D)
ART CONTENT/CONCEPTS:
Movement. Types of movement. Create movement. Express an idea using their body.
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Grade Level Expectations:
5. Factor simple quadratic expressions including general trinomials, perfect squares, difference of two squares, and polynomials with common factors (A-2-H)
Standards and Benchmarks:
2. A-2-H: Recognizing the relationship between operations involving real numbers and operations involving algebraic equations (2, 4)
MODIFICATIONS | ACCOMODATIONS:
Visual Art
Incorporate kinesthetic awareness, use of space and self-evaluation to refine performance skills.
Incorporate the concepts of improvisation, choreography and dance structures into dance compositions.
Present a multi-disciplinary dance project; Manipulate technical dimensions of dance individually and collaboratively.
Performing arts
Develop intrapersonal skills as an individual and as a performer; Integrate relationships among theatre, other arts, and disciplines outside the arts.
Students who are absent will be placed in a group that is performing well so they can be peer tutored
TEACHER'S REFLECTION:
I really enjoyed this project. Due to time constraints, interruptions, emergencies, and prom, I modified the project quite a bit. My websites failed; I couldn’t get you-tube on my computer, I couldn’t figure out how to download them. So I demonstrated most of the types of movement. I think my students enjoyed this project as well. It took sometime coaxing some of them out, but by day 2, they were all interested and participating. I put my changes and sames in red. My rubric needs to be updated because of the changes. This was a good topic; I usually avoid the word problems, because I am focused on getting my students to know the technique. This would definitely be something I would want to introduce sooner, to get them use to doing this throughout the year.
RESOURCES:
Lafourche Parish School District Curriculum Mapping
Prentice Hall Algebra 2 book, grab and go
National Standards for Arts Education
Arts Education: State and National Content and Achievement Standards
http://www.doa.louisiana.gov/osr/lac/28v119.pdf
http://www.louisianaschools.net/lde/uploads/6924.pdf
TO DOWNLOAD THE APPENDIX FOR THIS LESSON PLAN, PLEASE CLICK HERE
GALLERY
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