December 2009 with a Bachelor’s Degree in Business …umsl.edu › ~wadsworthbrownd ›...
Transcript of December 2009 with a Bachelor’s Degree in Business …umsl.edu › ~wadsworthbrownd ›...
My name is Michelle Sonderman and I am pursuing a degree in Middle School
Mathematics Education. I will begin student teaching in January 2012 and will graduate in May
2012. I began my college career at Missouri State University in August 2005 and came back
home to St. Louis in January 2007 and started attending UMSL. I graduated from UMSL in
December 2009 with a Bachelor’s Degree in Business Administration with emphasis in
Management. As I was nearing the end of this degree, I came to the realization that the business
world wasn’t for me. I found myself wanting to make a difference in people’s lives and didn’t
think I would be able to do much of that sitting behind a computer all day long. I have always
loved Mathematics and decided to pursue a degree in Education. I am so happy with my
decision and feel like I was meant to be in a classroom teaching Math!
As you can see from the picture of me and my mom above, I love the St. Louis Cardinals
and I am so happy that they are the 2011 World Series Champs! I’m also a huge fan of music
and will listen to almost anything. I enjoy hanging out with my friends, walking, watching TV
series, and reading when I have the time. I love being around children and I am a part-time nanny
for two boys that I have been taking care of for over three years. Most of all, I love to laugh and
have a good time!
“Teaching isn’t just about getting the content across; it’s about seeing that light bulb go off in a
student’s mind and knowing that you helped them get to that point of learning something new.”
-Michelle Sonderman
“Be nicer than necessary because everyone you meet is fighting some kind of battle.”
–Anonymous
“It’s All About Me” Magazine
8th
Grade Algebra
Michelle Sonderman
Fall 2011
The Overview
The Rationale:
Everyone has a hobby, right? Well, middle school students are going through many
different changes in their lives and they are still trying to figure out what their hobbies and
interests are. Not only that, but they are also trying to figure out who they are and what kind of
person they want to become. Their interests and hobbies have a lot to do with their personalities.
As a way to discover themselves a little bit, they will be writing an article to put into a class
magazine.
There are many different activities that students enjoy, but I want them to go a bit further.
Many students often complain and ask in Math class, “Why do we need to know this?” For this
assignment, I would like the students to find out exactly why they need to know the material that
I am teaching them. This will also be a great way for the students to learn more about their
classmates and people outside of their friendship circles.
The Summary:
The students will be asked to compile a magazine filled with different information. They
will be asked to write about a hobby or interest that can tie into Math. For example, they can
write about a sport that they like and talk about statistics, salaries, compare ticket prices, etc. If
sports aren’t their thing, they can write about shopping and talk about sale prices, money they
spend throughout the year, taxes, etc. If that isn’t an interest, they could write about being in
Drama Club, reading, playing video games, you name it. As long as the students are able to
relate Math to their topic, it is acceptable.
The students must choose something that is relevant to the curriculum. They must
incorporate money, statistics, percentages, fractions, or decimals into their assignment. How the
students write about their topic is up to them. They can choose advertisements, articles, advice
columns, etc. Anything that they have seen in a magazine that they think they can mirror will
work. They will research their hobby or interest of choice and then over a period of 8 days, we
will polish their articles and then compile each student’s work into “It’s All About Me”
magazine.
Objectives:
GLE’s:
Numbers and Operations, Section 1, Letter A: Read Write and Compare Numbers, Grade 8: use
fractions, decimals, and percents to solve problems.
The Show-Me Standards:
Goal 1.1 and 1.4: Students in Missouri public schools will acquire the knowledge and skills to
gather, analyze, and apply information and ideas. Students will demonstrate within and across
all content areas the ability to develop questions and ideas to initiate and refine research, and use
technological tools and other resources to locate, select, and organize information.
Length of Curriculum:
This project will take approximately 8 days. This will give the students time to
brainstorm, research, write a rough draft, revise their article, and add art work.
Materials and Resources:
School
o Computers with Internet Access
Teacher
o Examples from previous years
Students
o Rulers
o Markers/Crayons/Colored Pencils
Assessment:
Formative
o Research different types of articles in a magazine and choose one that they will
exemplify
o Proof of Research (printed or copied materials from the internet, books, or
magazines)
o Math problems that are incorporated into their topic
Summative
o Finished article to enter into “It’s All About Me” Magazine
NOVEMBER
Monday Tuesday Wednesday Thursday Friday
14 15 16 17 18
Introduce
Assignment:
Brainstorm
hobbies and
interests—how
they can relate
to Math?
HW: Bring 3
possible Topics
for tomorrow’s
class
Library Day:
Research
Hobby/Interest
How does
Math fit into
your Topic?
Figure out how
to incorporate
Math into your
article
HW: Bring in
possible Math
concepts to work
with for Topic
Library Day:
Research
Hobby/Interest
Math Day:
Problem
Solving
Work out the
actual Math you
will put in the
article
21 22 23 24 25
Rough Draft:
Start Writing
your article
HW: Finish
Rough Draft
Proofreading
Day:
Work in groups
to revise each
other’s articles
HW: Revise
articles
Art Day:
Add/Draw
pictures and
make final
touches on
article
NO SCHOOL!
NO SCHOOL!
28 29 30
Teacher’s Calendar
November
Monday Tuesday Wednesday Thursday Friday
14 15 16 17 18
Introduce
Assignment:
Brainstorm
Topic ideas due
for next class
Meet in
Library
Give students
time to research
their
hobby/interest
Students will
work on
incorporating
Math into their
topic
Meet in Library
Math Day
Students will
work on Math
that involves
their topic
21 22 23 24 25
Rough Draft
Rough Draft due
tomorrow
Proofreading
Day
Revisions due
tomorrow
Final touches
and add art work
or pictures to
articles
Thanksgiving
NO SCHOOL!
NO SCHOOL!
28 29 30
Lesson Plan Template
Heading Class 8
th Grade Algebra Your Name Michelle Sonderman
Name of Lesson “Why do we need to know this?” Time Frame Day 1
Objective The students will brainstorm ideas for their magazine article.
Reading Material Example articles from previous years
Instructional
Framework
Initiating Constructing Utilizing
Lesson Plan
Format Teacher Centered:
Direct Instruction – providing information and building skills
Presentation – demonstrating, lecturing
Student Centered:
Discussion
Grouping Whole Class Pairs Individuals
Materials &
Resources
School – Whiteboard, markers
Teacher – Example articles
Student – Textbook, Pencil, Notebook
Literacy Strategy Brainstorming
Phase One Class will begin with the introduction of the magazine project. The students
will be shown examples from previous years. This will be a teacher-led
instruction on what is expected for the assignment. Different article types
will be shown and talked about, as well as different topics.
Phase Two The students will have more time to look at the examples and then there will
be a discussion about how math is part of our daily lives. This will get the
students ready to brainstorm potential topics that they are interested in that
involve math.
Phase Three The students will be given time to brainstorm their interests and hobbies and
thinks of ways that math fits into those topics. The will be required to turn
in 3 potential topics the next day.
Formative
Assessment
Homework will be to bring in 3 topics. One will potentially be their topic
for the magazine article.
Brainstorming Web Name:______________________
Miss Sonderman
Algebra
11/14/11
Directions: Brainstorm your hobbies and interests and fill in the bubbles with possible topics
for the magazine project. Keep in mind that you will need to relate this topic to Math.
Excerpt from a student example
Sue Smith
Miss Sonderman
Algebra
11/5/10
Advice Column
Dear Mr. Jones,
I think I might have a shopping problem. I have realized that I am spending a lot more money
than I should. I always think that sales are just an excuse to spend money. Whenever I get
coupons or an advertisement for a sale I feel the need to go shopping. For example, today I had a
coupon for $20 off when you spend $50. 20 ÷ 50 = 0.4…that’s 40% off, how could I pass that
up? Sometimes it is a “Buy One, Get One Half-Off” sale. When that happens, it just makes me
want to buy two things instead of one! If one pair of shoes is $40 and the second is $30, that
means that 50% off the second pair will make it only $15. Two pairs of shoes for $55, that’s a
steal! And the other day I went to buy my daily soda from the vending machine at school and
thought to myself, “I am spending $1 everyday on soda. I wonder how much I spend on soda
throughout the entire school year?” Well I figured it out. Let’s just say I am spending $5 a
week on average and we go to school about 40 weeks a year. If I spend $5 a week times 40
weeks, which is $200 a year just on soda! What am I thinking? I could buy some really nice
clothes for that amount of money. But wait, that is just more shopping. Oh boy, I need your
help! Do you have some ideas to help me budget my money? Thanks in advance!
Sincerely,
Sue Spends-A-Lot
Lesson Plan Template
Heading Class 8
th Grade Algebra Your Name Michelle Sonderman
Name of Lesson How does Math fit? Time Frame Day 3
Objective To further develop ideas for magazine article.
Reading Material Previous student examples and magazine examples.
Instructional
Framework
Initiating Constructing Utilizing
Lesson Plan
Format
Teacher Centered:
Direct Instruction – providing information and building skills
Presentation – demonstrating, lecturing
Concept – introducing a new theory, symbol, idea
Student Centered:
Discussion
Cooperative Learning
Problem Solving
Grouping Whole Class Pairs Individuals
Materials &
Resources
School – Whiteboard, markers
Teacher – Example articles and magazines
Student – Notebooks
Literacy Strategy Exit Slips
Phase One The beginning of the class will be a discussion for the whole class. Students
will share their interest and hobby ideas and will talk about how they can
incorporate math problems into these topics.
Phase Two Students will get into pairs and they will further develop their ideas. They
will give their partner at least one comment and one suggestion.
Phase Three As the class comes to a close, the students will be given an exit slip
question: “What is your topic and how does it involve math?”
Formative
Assessment
The exit slip will be a way to see the variety of topics and make sure that
students have an understanding of the assignment.
Lesson Plan Template
Heading Class 8
th Grade Algebra Your Name Michelle Sonderman
Name of Lesson Rough Draft Day Time Frame Day 6
Objective To begin writing their rough drafts of the magazine article.
Reading Material Magazine article examples.
Instructional
Framework
Initiating Constructing Utilizing
Lesson Plan
Format Teacher Centered:
Direct Instruction – providing information and building skills Presentation – demonstrating, lecturing
Concept – introducing a new theory, symbol, idea
Student Centered:
Discussion
Cooperative Learning
Problem Solving
Grouping Whole Class Pairs Individuals
Materials &
Resources
School – Whiteboard, markers
Teacher – Entrance Slip Questions
Student – Textbook, Pencil, Notebook
Literacy Strategy Write-Around and Journal Entry
Phase One Students will begin class with a write-around. They will each put their topic
on a piece of paper and then they will all move from topic to topic and write
and idea about how to incorporate math into each person’s topic.
Phase Two From their ideas in the free write, they will write a journal entry with their
own ideas for their article.
Phase Three The students will begin their rough draft using ideas from the write-around
and journal entry as well as from their brainstorming from day 1 and the
research found in the week prior.
Formative
Assessment
The write-around will be used as a way to give the students participation
grades.
“It’s All About Me” Magazine Article Name:________________________
Miss Sonderman
11/2/11
“It’s All About Me”
Students, it is your chance to talk all about YOU! For the next 8 days, we
will be working on an assignment that will allow you to write about something that
you love. You will be choosing a hobby or interest and writing and article about it.
But wait, isn’t this Math class? You’re probably thinking “Why do we have to
write a paper for Math class?”
Well, here’s the catch…
Math is something that you will deal with in your everyday lives. For this
assignment, I would like you to discover how Math is involved in your hobbies and
interests. Many times I hear the question “Why do I need to know this?” and I
would like you to discover why you do need to know Math. The assignment will
be for you to write any type of article that you can find in a magazine. It can be an
advertisement, and article, advice column, etc. As long as you can find a way to
involve math with your hobby or interest, it will be acceptable.
Acceptable Math Topics:
Decimals
Fractions
Percents
Money
Statistics
Please keep this handout as a reference. We will begin brainstorming for this
assignment on November 14th
. Examples from previous students will be
available. Good luck and happy writing!
“It’s All About Me” Magazine Article Name:________________________
Miss Sonderman
11/2/11
Rubric
1-5 6-10 11-15
Organization Ideas are
unclear
Math didn’t
make sense
with topic
Ideas are
mostly in
order and
make sense
Writer uses
some
transitions
between
topic and
math ideas
Ideas are in
order and make
sense
Organization is
clear and writer
used transitions
between topic
and math ideas
Grammar Over 7
grammatical
errors
3-7
grammatical
errors
Only1 or 2
grammatical
errors
Math Content Writer
briefly
incorporated
mathematics
into topic
Math
problems
were
incorrect
A few math
topics
incorporated
into article
Math
problems
completed
with a few
errors
Writer
incorporated
various
different math
topics into
article
Math problems
were completed
correctly
Organization: ____/15 points
Grammar:____/15 points
Math Content:_____/15 points
Total:_____/45 points