Kier Colon, HWP Summer 2009, Using Journaling in Mathematics
Essential Question: How can I help keep my students responses in their Math Journals affective and interesting?
Explanation: What is mathography? What are open-ended response questions?
Interpretation: How does mathography and open-ended response questions aid in make writing in their journals more interesting?
Application: What kind of open-ended response questions work best?
Perspective: How might the open-ended response questions help the students come up with more affective journal responses?
Essential Understandings:
1. Students should always have a clear, well defined purpose for writing in their journals.
2. Journal writing that is completely open-ended without goal or purpose will be a waste of time.
Summative Assessment: Have the students get in a small group and do a reflection and refinement.
State Standards: Reading 5.1.1, 5.2.3, 5.4.1, 5.4.5, 5.7.1, 5.7.12 & Math 5.7.4
Stage 1 – Desired Results
Established Goals:
Reading
5.1.1 Read aloud grade-level-appropriate narrative text (stories) and expository text (information) fluently and with accurate timing, changes in voice, and expression.
5.2.3 Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas.
5.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.
5.4.5 Use note-taking skills when completing research for writing.
5.7.1 Ask questions that seek information not already discussed.
5.7.12 Give precise directions and instructions.
Math
5.7.4 Express solutions clearly and logically by using the appropriate mathematical terms and notations. Support solutions with evidence in both verbal and symbolic work.
Understandings: / Essential Questions:
1. Students should always have a clear, well defined purpose for writing in their journals.
2. Journal writing that is completely open-ended without goal or purpose will be a waste of time. / 1. Why is it important to use clear, well defined purpose when you have the students journal?
2. Why will it be a waste of time if does not have a goal or purpose?
Students Will Know: / Students Will Be Able To:
1. The definition of an open-ended response.
2. What the purpose of an open-ended response is. / 1. Recognize an open-ended response.
2. Use an open-ended response when journaling.
Stage 2 – Assessment Evidence
Performance Tasks: / Other Evidence:
1. In order for a journal entry to be affective it needs to have an open-ended question given to the student at the beginning.
Some possible open-ended responses are:
·  I learned that I...
·  I was surprised that I...
·  I noticed that I...
·  I discovered that I...
·  I was pleased that I... / 1. Peer Review-students will share their work in a group of 3-4 and use the following questions to determine how well they understand.
·  How well they think they understand a piece of content?
·  What they believe or how they feel about some aspect about mathematics?
Stage 3 – Demonstration
1.  Introduction (5 minutes). Start with the title page, then read quote “Writing is how we think our way into a subject and make it our own” byWilliam Zinsser (Writing to Learn). Then present the Teacher Research question, How can I keep my students responses in their Math Journals affective and interesting? Then some ideas to make this happen: Bell-Ringer, Mathography, Open-Ended Prompts, Metacognition, Real-World Experience.
2.  Activity #1 – Brainstorming (5-7 minutes). Explain the brainstorming activity. The student has received a post it note and they need to write a math word and then place the post it note on the Math Word Brainstorm Thought Bubble Wall. Music will be playing and a joke on the screen. Then we will discuss some of the words. And I will share a list of math words that are used in elementary.
3.  Activity #2 – Mathography (10 minutes).
The prompt will be presented: Lots of times students think what they learn in math is only for the classroom and is really not of much use outside math class. Think about times you have used something you learned in math in your life outside math class recently. Share one of those real-life experiences. Then each student will be given a different colored and numbered 4X6 note card. They will then write and respond to the response. I will then follow with a joke and some possible open-ended responses they can read on their own.
4.  Activity #3 – Refine and Reflect (10-15 minutes)
During this activity each student will get in a group with the number on their note card. During that time they will share and discuss their responses. They also need to decide which Mathography they would like to share. And then we will share and discuss as a group.
5.  Questions and Extenstions. (Remainder of class)