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Shawn Turpen. Ring-O Assignment Third Grade. The Story of the Easter Bunny. - PowerPoint PPT Presentation

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  • Shawn Turpen

    Ring-O Assignment

    Third Grade

  • The Story of the Easter Bunny

    An elderly couple's petite white rabbit observes, assists, then eventually takes over the task of weaving baskets, coloring eggs, concocting candy, and delivering the gifts to village children. When the man and woman become too old to continue their labors, the bunny moves the operation to the woods, where he works inside a hollow tree, assisted by other rabbit friends. Tegen's text teems with sensory details: the eggs were "...the color of daffodils and of soft new leaves and of robins' eggs and of violets." Lambert's watercolors make merry with spring's pastels, providing detailed images of the cozy cottage kitchen as well as the rabbit den. However, some children may be concerned when the rabbit preserves the tasks' secrecy by leaving the humans when they are too frail to carry on. Nevertheless, this visually splendid story with folktale rhythms makes a good choice for holiday sharing.

  • The Story of the Easter Bunny by Katherine TegenActivity 1 Title- (Bunny, Rabbit, Jellybean!)

    What You Need:One guess record sheet for each playerPencil for recording guesses

    What to Do:1. In this game, players will compete to try to guess a secret number which has been set by a leader. The leader should think up the number, being sure that there are no repeating digits (the numbers 232, 444, or 355, for example, would all be forbidden). The leader should jot down the number on a piece of paper for private reference during the game.

    2. Players must try to guess the number. The leader will respond with clues: *If NO digits are correct, the leader says, Bunny! *If any one digit is correct, but its in the wrong place, the leader says Rabbit! *If one digit is correct AND in the right place, the leader says Jelly! *If two digits are correct AND in the right place, the leader says Jelly Jelly! *When players have guessed all three digits in the correct order the leader will say Jelly Jelly Jellybean! 3. Each time they guess, the players should write down their proposed number, along with the leader's response and any special logical deductions, so they can keep track of their reasoning. Here's an example of the results of one game at our house:

  • Activity 1.continued What's going on? In order to find the answer, players must call upon a series of math reasoning skills that actually underlie success for years to come. They must know how to eliminate numbers, how to place numbers in their correct columns, and how to narrow their choices given new information. As you build math skills, this is a great game to play over and over; it's also lots of plain, old-fashioned fun.

  • Math and Language Arts Indicator, Gardner Multiple IntelligenceMath 3.1.4 Identify any number up to 1,000 in various combinations of hundreds, tens, and ones.

    LA 3.4.8 Revise writing for others to read, improving the focus and progression of ideas. 3.7.1 Comprehension: Retell, paraphrase, and explain what a speaker has said.

    GMI Verbal Linguistic

  • Activity 2

    Title - Easter Egg Hunt (Review of basic math facts) Subject - Math Grade Level - 3/4 This lesson is intended to be a fun review of basic math facts. In grades 3 and 4 students are expected to retain basic math facts and sometimes do not have practice using them. With such an emphasis on testing students tend to sit at their desk and do pencil and paper computation. There is nothing wrong with that, but it can get boring! This is a way to make review a little more interesting.MATERIALS:Plastic eggs (the number depends on how much time you want to spend and how many groups you are going to have.)Pencils, paper, and Easter baskets.

    PROCEDURE:1. To set up the activity put a math problem in each egg. It can be addition, subtraction, multiplication, division, etc.. To make it easier on myself I have labeled all the eggs with a group number. Then I put the same problem in each group's egg. So I may have 10 problems but 30 eggs. Hide the eggs outside, in the classroom, or put them into stations.2. Divide the students into groups of two or three.3. Give each group a number.

  • Activity 2.continued4. Each group should have paper and pencil and everyone has to work out the problems.5. Each group will hunt for the eggs with their numbers and solve the math problems. As they find the eggs they put them in their basket (which allows them to do the clean up). Each child solves the problem, by first writing the problem on his/her paper and then by writing the answer. This allows you to check the problems.6. When they are finished they go to a designated area for checking. If they have any wrong they must re-work their problem. If it is all correct then they can complete another activity. If you go outside then you could have them jump rope, play catch, etc. until the other are done. They could read, play math games, or help another group.

    CLOSURE:Work problems that seemed to be difficult for the class as a whole. Take this time to review facts

  • Math and Language Arts Indicator, Gardner Multiple IntelligenceMath 3.1.5 Compare whole numbers up to 1,000 and arrange them in numerical order.3.1.6 Round numbers less than 1,000 to the nearest ten and the nearest hundred. LA 3.4.6 Evaluation and Revision: Review, evaluate, and revise writing for meaning and clarity. 3.4.8 Revise writing for others to read, improving the focus and progression of ideas.3.7.2 Connect and relate experiences and ideas to those of a speaker., 3.7.3 Answer questions completely and appropriately 3.7.15 Follow three- and four-step oral directions outside3.4.3 Create single paragraphs with topic sentences and simple supporting facts and details.

    GMI Bodily Kinesthetic- Naturalistic when taken outside

  • One Cent, Two Cents, Old Cent, New Cent: All About Money (Cat in the Hat's Learning Library)

    The Cat In the Hat puts to rest any notion that money grows on trees in this super simple look at numismatics, the study of money and its history. Beginning with the ancient practice of bartering, the Cat explains various forms of money used in different cultures, from shells, feathers, leather, and jade to metal ingots to coins (including the smallestthe BB-like Indian fanamand the largestthe 8-foot-wide, ship-sinking limestone ones from the Islands of Yap!), to the current king of currency, paper. Also included is a look at banking, from the use of temples as the first banks to the concept of gaining or paying interest, and a step-by-step guide to minting coins. A fascinating introduction is bound to change young readers appreciation for change!

  • One Cent, Two Cents, Old Cent, New Cent: All About Money (Cat in the Hat's Learning Library) by Bonnie WorthActivity1: Title - It's On Sale!

    Primary Subject - Math Grade Level - 3-4-5 For 2/3 people in a group. Materials: piece of paper (for doing the math); a weekly advertisement from a grocery store or department store. (Have enough of these to use in your room with groups of 2/3 people) 1. Students decide on roles (customer, clerk, store manager) 2. Decide on one set amount- $50.00; $75.00; etc 3. Students "shop" by selecting items that are in the advertisement. As the teacher you can decide on items that "need" to be purchased. For example if grocery shopping groups must "buy" one gallon of milk, at least 3 pounds of meat, at least four vegetables (canned or frozen), 1 snack item, etc. Or tell the students that they must spend within $5.00 of the set amount. If the set amount is $50.00, then they would have to spend at least $45.00. 4. When customer is done shopping, the clerk must "check" the customer's math. For a group of 3 students the store manager settles any disputes by checking both the customer's and the clerk's math. 5. Switch roles and start all over again. Extensions: This activity is a good one around Thanksgiving and Christmas when the "big catalogs" come out. Or look for vacation guides and plan a trip using the same idea. Students would have to plan meals, gas mileage, hotels stays, etc.

  • What You Need:Collection of several old greeting cards (or you can make your own) Dollar bills and coins (5 one dollar bills and several of each coins (half-dollars, quarters, dimes, nickels and pennies) Unlined paper to make your cards and markers to decorate you them (if you make them yourself) Several shoppers and one cashier

    What You Do:Begin this activity with a warm up.Show your child a greeting card, toy or book and state the price.Have him arrange his bills and show what he would use to buy the card. Provide him with assistance if needed.Challenge him to come up with different dollar and coin combinations to reach the same amount. You will need to either collect (you can use cards that are already used) or make a collection of greeting cards and write prices ranging from one to five dollars on the backs of the items. If you decide to make your own greeting cards, have your child make cards for various occasions using the unlined paper. Be sure he writes the prices on the backs.When the cards are completed, display them on a table for a "shopper" to browse the selection. Choose one person to be the cashier for the card shop and at least one more person to be a shopper.Recruit Moms, Dads, siblings, grandparents, etc. to shop or take turns being the cashier in the card shop.Each person will select a greeting card and will give the cashier the appropriate number of bills and coins.The cashier should check that the amount is correct.You may want to have the shopper count the dollars and coins aloud for the cashier. (Everyone will most likely need to share the same money and use it more than once for multiple purchases.) Allow your third grader to take turns playing both the role of the cashi