Howard Gardner's Multiple Intelligence Unit Lesson

Plan

Created by Jessica Bender

MAIT 404

How Did I Start? Lessons & Standards

I wanted to begin the 2 week lesson unit plan with something that would “grab” my students attention.Lesson 1 (Monday): Body/Kinesthetic Intelligence- Hopscotch sentences

Conventions of Standard English

1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Lessons ContinuedLesson 2 (Tuesday): Linguistic Intelligence- Reader’s Theater

(“The Three Billy Goats Gruff)

Fluency

4) Read with sufficient accuracy and fluency to support comprehension.

a)Read on-level text with purpose and understanding.b) Read on-level text orally with accuracy, appropriate rate, and

expression on successive readings.

How Did I Decide to Continue? Lesson 3 (Wednesday): Intrapersonal Intelligence- “I feel…” sentences collage

-1.0 Written and Oral English Language Conventions- Sentence Structure

-1.1- Distinguish between complete and incomplete sentences.-1.2- Recognize and use the correct word order in written sentences.-Grammar -1.3- Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

Lessons Continued…Lesson 4 (Thursday): Interpersonal

Intelligence- “You vs. Me” game (tens place)-1.2- Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:a. 10 can be thought of as a bundle of ten ones — called a “ten.”

b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,

Continuing…Continued Lesson 4:seven, eight, or nine ones.c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to

one, two, three, four, five, six, seven,eight, or nine tens (and 0 ones).1.3- Compare two two-digit numbers based on meanings

of the tens and ones digits.

Lesson 5 (Friday): Students choice- continuation lesson plan… ex: Interpersonal Intelligence (“You vs. Me” game, hundreds place)

…and continuing… Lesson 6 (Monday): Visual/Spatial Intelligence- 3-D Marshmallow

Models

Measurement and Geometry

Students identify and describe the attributes of common figures in the plane and of common objects in space:

- 2.1 Describe and classify plane and solid geometric shapes (e.g., circle, triangle, square, rectangle, sphere, pyramid, cube, rectangular prism) according to the number and shape of faces, edges, and vertices.

Lesson 7 (Tuesday):Naturalist Intelligence- “Sorting Leaves”-Investigation and Experimentation

4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:c. Compare and sort common objects according to

two or more physical attributes (e.g., color, shape, texture, size, weight).

Closing it out… Lesson 8 (Wednesday): Musical Intelligence- “What kind of song

are you?”

Compose, Arrange and Improvise

- 2.4 Improvise simple rhythmic and melodic accompaniments…

Analyze and Critically Assess

- 4.1 Use the terminology of music in discussing individual preferences for specific music.

Lesson 9 (Thursday): Logical/Mathematical- Number Models worksheet using manipulatives

- 2.0 Students estimate, calculate, and solve problems involving addition and subtraction of two- and three-digit numbers:

-2.1 Understand and use the inverse relationship between addition and subtraction (e.g., an opposite number sentence for 8 + 6 = 14 is 14 − 6 = 8) to solve problems and check solutions.

-2.3 Use mental arithmetic to find the sum or difference of two two-digit numbers.

How Did I Finish?Lesson 10, (Friday): Students choice- continuation

and final lesson plan… ex: Naturalist Intelligence- “Sorting Rocks” - similarly to Lesson 5, I decided that I would leave the final lesson in the hands of the students

Who Helped Me?When it came to seeking a professional or expert’s

advice when designing this unit lesson plan, I decided to go with Cynthia Tam, and Diane Marasigan.

Consulted beginning of October, but talked several times and I implemented changes multiple times.

References Bender, J. (2013). Multiple Intelligences: An Effective Approach to

Math. Literature Review Final. 1-13.

Dillihunt, M. L., & Tyler, K. M. (2006). Examining the Effects of Multiple Intelligence Instruction on Math Performance. Journal of Urban Learning, Teaching, and Research, 2, 131-150.

Retrieved from: http://www.aera-ultr.org/

Douglas, O., Burton, K. S., & Reese-Durham, N. (2008). The Effects of the Multiple

Intelligence Teaching Strategy on the Academic Achievement of Eighth Grade Math Students. Journal of Instructional Psychology, 35(2), 182-187.

Retrieved from: http://www.projectinnovation.biz/

References cont… Google Images Search:

http://buzzingwithmsb.blogspot.com

http://www.silkdyes.com/images/Color-Series-24-panels-1280x800.jpg

http://1.bp.blogspot.com/-gHwRxmv7jrk/TbIW4wWDapI/AAAAAAAAADE/o5Njx1J5Dkk/s1600/627.JPG

http://www.bestcrystals.com/html/kids/images/KD-5b.jpg

http://4.bp.blogspot.com/_3d-TTYGwVcQ/TJl1VSZfLVI/AAAAAAAAZdE/iZGcL8bm1Jw/s1600/IMG_0378.JPG

http://www.koolkidscrafts.com/images/sorting-leaf-collage.jpg

http://www.arkansasbaptistschoolsystem.com/upLoads/2011/04/readers-theater-2.jpg

Reader’s Theater Script: http://www.thebestclass.org/rtscripts.html