- Does the problem give me enough information (or too much information)?
- What question is being asked of me?
- What do I know and what do I need to find out?
- What should my solution look like?
- What type of mathematics might be required?
- Can I restate the problem in my own words?
- Are there any terms or words that I am unfamiliar with?
- draw a picture or diagram
- make an organized list
- make a table
- solve a simpler related problem
- find a pattern
- guess and check
- act out a problem
- work backwards
- write an equation
- use manipulatives
- break it into parts
- use logical reasoning
3. Execute: Alright! You understand the problem. You have a plan to solve the problem. Now it’s time to dig in and get to work! As you work, you may need to revise your plan. That’s okay! Your plan is not set in stone and can change anytime you see fit.
- Am I checking each step of my plan as I work?
- Am I keeping an accurate record of my work?
- Am I keeping my work organized so that I could explain my thinking to others?
- Am I going in the right direction? Is my plan working?
- Do I need to go back to Step 2 and find a new plan?
- Do I think I have the correct solution? If so, it’s time to move on to the next step!
- Is my answer reasonable?
- Can I use estimation to check if my answer is reasonable?
- Is there another way to solve this problem?
- Can this problem be extended? Can I make a change to this problem to create a new one?
- I didn’t get the correct answer. What went wrong? Where did I make a mistake?
Instructional time is so limited. It's difficult for teachers to justify spending any time on fun holiday activities in the classroom, especially if you teach in upper elementary or middle school. If you want to do something engaging with your students this Halloween, but don't have time for "fluff," then check out this Interactive Notebook page based on the Latin root "mort." I promise, your students will LOVE it, and they won't even realize that they are doing some serious "word work." Fun + Academic = A Teaching Gem!!!
All of the components of this INB page fit on two sheets of paper. Have the students color and cut out the pieces. They will then provide definitions and/or sentences for the five vocabulary words (morbid, mortuary, moribund, mortgage, etc.) that are related to the Latin root "mort" (which means death).
The largest piece is glued down first.
The remaining pieces have tabs on them that will be folded up and glued down, one on top of the other (from the largest to the smallest).
The final page will look like this. A label is included to glue on to the top of the page. There are 3 flaps that can be lifted to reveal the students' work for each word.
My favorite plot lesson used the book Henry's Freedom Box (written by Ellen Levine, illustrated by Kadir Nelson). My ultimate goal for the for these types of lessons was to have students complete a story map on their own for any story they have read (you can grab the story map for free HERE). But before this was possible, I modeled the process with a few shared reading lessons similar to what I am about to describe.
Before any writing takes place, a lot of time is just spent on identify the various components of plot (inciting force, rising action events, climax, etc.). I have found the best way to do this is with post-its or flags. Students can reposition the post-its as they decided just where in the story these elements of plot take place. Not every event can be placed on the story map, so students need to be decisive and evaluate which ones are the most important to include and which ones can be left out. During my shared reading lessons, the students and I would discuss the positioning and reposition of these post-its as we evaluated which events were the most critical to the story's plot.
7. Word Charades: Have a list of 10 words displayed so that all students can see it during the entire activity. In pairs, students review all 10 words and then select 1 that they will act out. Give the students 2-3 minutes to plan how they will act out their word. The rest of the class will then try to guess the word, while looking over the list of 10 words.
If you're interested in implementing a robust and thorough Greek and Latin roots vocabulary program, click on the resources below!
Each students will need one file folder; I used the legal size when we did these for Where the Red Fern Grows. Then you will need hundreds of "matchbook papers," which are essentially 3.5 by 6 inches pieces of white construction paper; 3.5 by 6 inches is an approximate size and can vary depending on your novel and the number of chapters in it. Cutting your construction paper is really the most labor-intensive part of this whole project (well for you, anyway:-).
After completing each chapter, each student gets a "matchbook paper." They fold the bottom "tab" up about 1/2 inch. The top side then gets folded down until it lines up with the crease from the tab.
I give each student a small ziplock bag to store all of their matchbooks for the duration of the novel study. We don't glue them into the file folder until the very end when all matchbooks are complete. This allows them to arrange and fit them into the file folder appropriately. They look so nice when they are all complete, and they come in handy when students need to refer back to the text, but aren't exactly sure where a particular event occurred in the book.