Project pages continue on, even though we’ve been away on a field trip. Planning Partner and I have been working on writing scaffolds for a few years and it kind of feels like we’re getting somewhere (though I wish I’d made it clearer to students that they can either choose the more scaffolded version on one side or the less scaffolded version on the other. Womp)
Photo: Student writing draftsWhat do you observe? What do you wonder?
(Swear I did not bribe them to put “quietness” as their answer. Though in retrospect)
(Also, apologies to the 1 or 2 of you who might possibly subscribed to get immediate blog posts. I’m about to go back and fill in some gaps. There’s apparently a way to get a digest instead of individual posts, so…)
Writing up word problems from yesterday. We believe this helps the kiddos review what they learned/learn it if they didn’t get a chance the first time around, and helps them pick out key points, summarize (a little) and explain their thinking. Peep those diagrams.
What do you notice? What do you wonder?
Starting similarity. It’s crazy what we remember from years prior. For me, it’s this reading guide with Stewie where we talk about realism and how we can make things bigger or smaller. At least one kiddo a year refers to Stewie’s head as a football.
We were able to condense the reading guide a bit. Always good to see some progress from years past.What do you notice? What do you wonder?
We got scripts (mostly). Now it’s time to practice what we’ll be saying, with tiles.What do you notice? What do you wonder?
(PS Color helps see the tiles a little better, so let me know if you’d prefer a color photo?)
We’ve got jobs, now we have to start writing the scripts we’ll be using.
Each group gets to divide 3-4 jobs among their group. Everyone writes a script with the ability to choose something suited to their level of challenge (all levels feature solving equations with tiles).What do you notice? What do you wonder?
It’s nice to be back in a unit that we’ve taught many times before (this is, I think, the only unit we teach every year).
A stray Google comment by Curriculum Partner on 2 year’s ago lesson plan reminds us that our original reading guide was somewhat clunky. We go through and revise the questions to focus on one workable problem each.
Kiddos are still stymied by the idea of getting X alone (as we call isolating the variable) and most of them refer to it as “making the equation easier”. Which, true, but still confusing.