Adaptations & Modifications. Session 5: Designing the lesson sequence Shelley Moore SDL – Surrey/ Vancouver Cohorts. Looking back. Class Profile  Strengths/ Stretches/ Interests  Inclusion triangle  Set literacy (thinking) goals Planning Backwards  Set Content Goals (Know & Do)
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Session 5: Designing the lesson sequence
Shelley Moore
SDL – Surrey/ Vancouver Cohorts
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Schnellert, Watson, Widdess, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Assessment to Instruction Cycle: SD38, 2006
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
“The workshop model gives students tools for understanding content. Workshop emphasizes the interaction between a reader and a text. It builds independence and transfers easily to other contexts.”
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Workshop Structure:
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
1
2
3
4
5
6
7
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
TA DA!!!!!!!!! A rubric!!!
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Lesson Level
ZOOOOOOM
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Brownlie & Close, 1988; Brownlie & Schnellert, 2009
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Hot numbers
 5, +10, +6, 12, +2, 3, 2, 1, +8
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
ADDING INTEGERS CAN BE VERY EASY!!! HERE IS THE SHORTCUT.
Imagine you have 2 teams:
The Nantucket Negatives
The Pittsburg Positives
processing
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
When we look at the question now we sort the integers based on the team that scores.
Now we need a scoreboard
processing
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Once the integers are all being ADDED, then we put it in the score board!
(+60) + (+30) + (10) + (20)=
Who scored first the positives or the negatives?
What did they score?
So we put that
on the scoreboard!
Now who scored
next and what did
they score?
Keep going until all
the integers are on
the scoreboard.
processing
(+60)
(10)
(+30)
(20)
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Take this integer question for example:
(+60) + (+30) + (10) + (20)=
(+ 60)
processing
The winning team becomes the first name of the integer
The difference of the score is the last name of the integer
(+60)
(10)
(+30)
(20)
Who Won???
How do you
Know?
How much did they win by?
How did you figure it out?
(90)
(30)
Final Score!!!
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
What math vocabulary do I need to work with integers?
How do I order integers from greatest to least or least to greatest?
Connect
What are other ways that we use integers in everyday
life?
Process
Sort the vocabulary words given into the following
categories:
Report out:
My partner and I chose ______ to be the words in and
_______ to be the words out because_________.
signs
operations
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
What math vocabulary do I need to work with integers?
How do I order integers from greatest to least or least to greatest?
Process
Using the number line, which is greater?
2 +1 (Shay) +3 +9 (Teaghan)
34 456 (Ali) 9 3 (Sam)
2 +1 (Brandon) 11 +5 (Aron)

Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
What math vocabulary do I need to work with integers?
How do I order integers from greatest to least or least to greatest?
Transform/Personalize
Log Quick Write
What math vocabulary do I need to know to understand
integers, and how can it help me?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
How do I order integers from greatest to least?
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Schnellert, Watson, Widdess, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013
Adaptations & Modifications Planning the Lesson Sequence Shelley Moore, 2013