Fractions and Poems

Introduction and rationale for the Lesson Plan

This is a grade 7th class with very diverse learners and hence need accommodations in learning. I will be using accommodation of process, product and learning environment for the same (Olinghouse, 2008). The topic is one that most kids are scared of and that is ‘fractions’. The class consists of students that are good in math as well as the ones that need interventions. This makes it at times a class with behavior issues and I will be integrating some behavior management strategies such as (1) seating plans that allow for group work, (2) open availability of resources on my table and (3) creating groups for work that have at least one leader in each of them (Marshall, 2019).
Objectives

Using levels of Bloom’s taxonomy (Shabatura, 2013), the learning objectives would be:

● Recall the meaning of fraction.

● Apply the understanding to a real-life scene.

● Create a poem (free flow) that describes the connection of fraction with real life.

● Evaluate the work against the given rubric.

● Work effectively in the group to deliver.

Material needed

The material needed (all provided in the class) would be:

1. Computer stations with internet for group research.

2. Group wise seating in the room.

3. Colours, colour paper and stickers for the product.

4. Thumb tacks for pinning the output on the boards.
7E stages

The 7 stages are (1) Elicit (raise initial understanding), (2) Engagement (hooking), (3) Exploration (free play), (4) Explanation (teacher centric), (5) Elaboration (detailing), (6) Evaluation (formative) and (7) Extend (enhance) and will be used for learning (Eisenkraft, 2003).

 
1. Elicit: Here I would start by recalling the meaning of whole numbers and lead the discussion to the meaning of fractions. I would also ask for the difference between whole numbers and fractions to test the understanding. Once an initial understanding is established, I would ask the kids to use think-pair-share and ensure that everyone has understood the background knowledge.
2. Engage: To engage them, I would say, ‘let us write a poem for fraction in real life’. I am sure that this would engage them with curiosity as the class is quite creative. I would also open the space for computer stations, colours, papers etc for the engagement.
3. Explore: The kids would work in groups on computer stations to research poems in fractions using different types of literary tools. They will, as a group, choose any one tool that they find attractive and write a poem using that.
4. Explain: They will read out the poem to the rest of the class group by group. The rest of the class can ask them questions based on the poem under an ask-me-anything scene.
5. Elaborate: The groups will then elaborate on the tool used, the difficulties faced and what they or I could have done better.
6. Evaluate: The kids will evaluate their work using a rubric that covers, (1) accuracy in meaning of fractions, (2) creativity of work and (3) collaboration.
7. Extend: The task will be extended by handing out to the groups questions based on recall of fractions in real life and they would work in groups, helping the peers.
Conclusion

The teacher’s role would be primarily a facilitator. I would follow stress free discipline strategies where needed (Marshall, 2019) and also take care of the zone of proximal development (Schunk, 2012, p. 243). This will ensure that the lesson is student centric which is needed for this kind of a lesson where free flow work is expected in groups.


References

• Eisenkraft, A. (2003). A Brief Overview of the 7E Inquiry Model.
• https://prezi.com/il1ej-tcmwh6/a-brief-overview-of-the-7e-inquiry-model/
• Marshall, D. (2019, April 09). Take the Stress out of Discipline With These Tips.
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• https://www.thoughtco.com/discipline-without-stress-punishment-or-rewards-3110686
• Olinghouse, N. (2008). Designing lessons for diverse learners.
• https://edwp.educ.msu.edu/te/wp-content/uploads/sites/49/2020/06/Designing-Lessons-fo r-Diverse-Learners.pdf
• Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Boston, MA: Pearson.
• Shabatura, J. (2013, September 27). Using Bloom’s Taxonomy to Write Effective Learning Objectives | Teaching Innovation and Pedagogical Support. https://tips.uark.edu/using-blooms-taxonomy/