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Create Personal Calendars

GRADE 9th
SUBJECT Mathematics

1. TOPIC

Event Calendar: Create personal calendars

2. OBJECTIVES

a. CONTENT
1. Students will create graphic calendars from printed sources.
2. Students will group and identify events according to type.
3. Students will resolve event calendar conflicts according to class priorities.
4. Students will create graphic calendars for personal assignments and appointments.
5. Students will resolve personal calendar conflicts according to personal priorities.

b. LANGUAGE
1. Students will read and write events listed on the printed source.
2. Students will use appropriate vocabulary to describe the types of events listed.
3. Students will express which events are most significant to them, and why.
4. Students will exercise BICS skills while working in small groups.

3. MATERIALS & RESOURCES

Printed data from News-Journal Focus Calendar: Entertainment & Things To Do or News-Journal Master Calendar Notebook paper; Pencils & erasers; Colored highlighters; Blank calendar sheets; Overhead projector (or LCD projector); Blank calendar transparency (or computer image)

4. TEACHING PROCEDURES

a. INTRODUCTION
1. Instruct students to get out pencils.
2. Propose the need to attend three cultural events sometime during the month.
3. Ask students to identify the cultural events that are available in their area.
a. How would students get the information?
b. When do most of the events occur?
c. How would students determine which event(s) to attend?

b. DEVELOPMENTAL PROCEDURES
4. Review the difference between charts (lists of facts/values) and graphs (visual comparison of fact/values).
5. Discuss the use of calendars as charts.
6. Distribute the printed material and calendar blanks.
7. Allow students to work in groups in order to transfer the data from the printed material to their calendars.
8. Use the overhead (projection) to provide examples as needed.
9. Allow students to work in groups to identify different types of events by using different symbols or colors.
10. Remind students to create legends describing their use of symbols or colors.
11. Discuss which ten events are of greatest interest to the class.
12. Discuss any potential schedule conflicts that may occur in attending all ten events.
13. Discuss which priorities would be use to resolve such conflicts when they occur.
14. Direct students to get out notebook paper.
15. Direct students to list their class assignments, personal commitments, medical appointments, etc. that are scheduled for the current month.
16. Distribute new calendar blanks.
17. Allow students to work in pairs to transfer the data from their lists to their calendars.
18. Direct students to identify different types of events by using different symbols or colors.

c. CLOSURE
19. Request volunteers to discuss potential schedule conflicts.
20. Discuss how such conflicts could be resolved.
21. Discuss the usefulness of organizing personal data in this manner.

5. ANTICIPATED USE OF TIME

Time: Teacher Activity: Student Activity:

:02 Discuss the value of cultural events. Present introduction questions. Listen and respond.

:01 Review the difference between charts and graphs. Discuss the use of calendars as charts. Listen and respond.

:01 Direct students to transfer data from printed materials to calendar blanks. Get printed material and calendar blanks from student packets while listening to directions.

:10 Circulate, encourage and assist as needed. Use transparency (or projection) if the entire class needs assistance in transferring data. Work in small groups to transfer data from the printed material to calendars.

:05 Direct students to identify different types of events by using different symbols or colors. Work in small groups to identify calendar events and create legends.

:05 Discuss the calendar events in terms of interest, time conflict and conflict resolution. Listen and respond.

:01 Direct students to list personal events. Get notebook paper from student packet while listening to directions.

:10 Circulate, encourage and assist as needed. Work in pairs to complete personal lists.

:01 Direct students to transfer data from personal lists to calendar blanks. Get blank calendars from student packets while listening to directions.

:10 Circulate, encourage and assist as needed. Work in pairs to create personal calendars.

:05 Direct students to identify different types of events by using different symbols or colors. Work in small groups to identify calendar events and create legends.

:03 Discuss the calendar events in terms of priorities, time conflict and conflict resolution. Listen and respond.

:01 Assign calendar completion as homework. Write homework assignment in journals and clear desks.

:55 Total Time

6. LESSON EVALUATION

a. CONTENT
1. Students created graphic calendars from printed sources.
2. Students grouped and identified events according to type.
3. Students resolved event calendar conflicts according to class priorities.
4. Students created graphic calendars for personal assignments and appointments.
5. Students resolved personal calendar conflicts according to personal priorities.

b. LANGUAGE
1. Students read and wrote events listed on the printed source.
2. Students demonstrated use of appropriate vocabulary to describe the types of events listed.
3. Students expressed which events are most significant to them, and why.
4. Students demonstrated use of BICS skills while working in small groups.

7. SUNSHINE STATE STANDARDS

The student uses the reading process effectively. (LA.A.1.3)

The student constructs meaning from a wide range of texts. (LA.A.2.3)

The student writes to communicate ideas and information effectively. (LA.B.2.3)

The student describes, analyzes, and generalizes a wide variety of patterns, relations, and functions. (MA.D.1.3)

The student uses expressions, equations, inequalities, graphs, and formulas to represent and interpret situations. (MA.D.2.3)

The student understands and uses the tools of data analysis for managing information. (MA.E.1.3)

The student creates and communicates a range of subject matter, symbols, and ideas using knowledge of structures and functions of visual arts. (VA.B.1.3)

The student knows how to use goal-setting and decision making skills that enhance health. (HE.C.1.3)

8. ESOL STRATEGIES

Repetition; Demonstration; Modeling; Descriptions; Samples; Directions; Oral conversation/disclosure; Peer tutors/buddy system; Semantic webbing; Cooperative learning; Problem solving; Stetson university grading; Hands-on; Emphasize key words; Regularly check for comprehension; Emphasize key concepts; Incorporate student´s cultures

Danyell Harris
Stetson University

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