Notes page I do it – We do it – Y’all do it – You do it The Students will

1. Listen as the teacher reads Math Curse - discuss 2. Centers

a. Reading Center - Read other math books to get ideas (Read About Math) b. Professional Literature (and math activity books) c. Explore center – Grocery ads, cook books, classifieds, writing checks, sale papers, coupons,

menus, newspaper- Think of many varied and unusual different kinds of math problems d. Types of writing - Each group will write a SHORT Des, Narr, Exp math story

i. 4 types of writing ii. Descriptive

iii. Expository iv. Narrative

3. Groups Share Math Curse Stories – 4. Make a Group Math Curse Book 5. Follow-up activity – Each student will keep a journal of math stories to make their personal Math

Curse books 6. Write individual Math Curse books

Need: Math books – kids Math books – professional Grocery ads Recipe cards Math in everyday situations Math Curse examples Dictionary/thesaurus paper Art supplies Copies of handout – 10 pages Copy of Centers for each group

1. Cover 2. Objectives/outline 3. NCTM - Math Curse booklet directions 4. Lesson Plan 5. narrative 6. expository 7. descriptive 8. Forms of writing 9. Kid’s bilio 10. teacher’s biblio

Rationale: Integrating the curriculum is not only “best practice”, but is necessary to incorporate the daily demands set forth by local, state and national guidelines, as well as the federal effort to “Leave No Child Behind.” In an effort to cover all bases, these curricula standards guidelines require more time than the hours in a day to implement. We must squeeze a great deal of teaching into the precious moments we spend in the classroom. Knowing, as we do, that this is a monumental task, we attempt to incorporate literacy across other content areas, including math, social studies and science. This practice is supported by State and National standards set forth by Alabama State Department of Education (ALSDE), National Council for Teachers of English (NCTE), National Council for Teachers of Mathematics (NCTM) and the National Board for Professional Teaching Standards (NBPTS). In Standard # VII, the NBPTS calls for “Multiple Paths to Knowledge… explore important themes and topics that cut across subject areas, and build overall knowledge and understanding.” NCTM, again supports the ideas of making connections across the curriculum, noting that the students will: recognize and use connections among mathematical ideas; understand how mathematical ideas interconnect and build on one another to produce a coherent whole; recognize and apply mathematics in contexts outside of mathematics. “ NCTE states “ They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. Finally, The ALSDE mandates in it’s Course of Studies that (Language Arts) “When students read and write daily and use oral and written language in diverse and interdisciplinary contexts, they have opportunities essential for relating instruction to their prior knowledge through their communication strengths.” And (Math) “Make connections within mathematics and to other subjects.” Further, Richard Allington, noted expert in the field of literacy, noted in his article, “What I’ve learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers” that: “Another characteristic of these exemplary teacher classrooms was the greater use of longer assignments and reduced emphasis on filling the day with multiple, shorter tasks. In these classrooms, students often worked on a writing task for 10 days or more. They read whole books, completed individual and small group research projects, and worked on tasks that integrated several content areas (reading, writing, and social studies).” Children must make connections to learn, from using mnemonic devices to relating experiences to themselves. Those connections, the hook that yanks the light bulb chain, allow children to see the light, to understand. Objectives: The Students will

• Listen as the teacher reads Math Curse - discuss • Read Children’s Literature about Math • Read Professional (and other) Math books • Explore Math in the Real World – Grocery ads, cook books, classifieds, writing checks, sale papers, coupons,

menus, newspaper- Think of many varied and unusual different kinds of math problems • Write and Share a SHORT Descriptive, Narrative, and Expository math stories

Extension • Keep a journal of math stories to make their personal Math Curse books • Write individual Math Curse books

Outline

I. Introduction / Rationale II. Activities

A. Read Math Curse B. Group Centers

1. Kid Literature 2. Professional Literature 3. Explore Math in the Real World 4. Write Math Stories (Narrative, Descriptive, Expository)

C. Share Stories D. Make Books and Give Extension Assignment

1. Keep Journal 2. Write Math Curse Books

III. Share Resources / Summary

Children’s Literature • Look through all the Books in this center.

• Notice the different Kinds of Books.

• What kinds of Math situations can you find?

• Each group member will read a different book.

• Share your book with the rest of your group.

• Take Notes

Professional Literature • Look through all the Books in this center.

• Notice the different Kinds of Books.

• Don’t limit yourself to one resource book.

• What kinds of Math Activities can you find?

• Each group member will look at different books.

• Share your book with the rest of your group.

• Take Notes

Math in everyday things

• Look through all the materials in this center.

• Notice how you can find math in many places.

• Make a list of many math situations.

• What kinds of Math Activities can you find?

• Each group member will write a math story.

• Be sure to use many kinds of math (addition, subtraction,

multiplication, Division, Fractions, Geometry, percentages,

reading graphs etc.)

• Share your story with the rest of your group.

4 types of writing • Review the 4 types of writing.

• Choose one of your math stories and think of a

way to write it in Descriptive, Narrative,

Expository (or Persuasive) format.

• Discuss several ideas with your group.

• Each group member should choose a different

format to write their math Curse story.

• Choose one of your math stories and think of a

way to write it in Descriptive, Narrative,

Expository (or Persuasive) format.

• Each group member should choose a different

format to write their math Curse story.

• Write and illustrate your story to include in the

Class Math Curse Book.

• Always look for math in your daily lives.

• Every time you think of a Real math story,

write it down in your journal.

• Collect your math stories until you have

enough to:

• Write and illustrate your own individual

Math Curse Book.

• Write and illustrate your own individual

Math Curse Book.

• Follow the Directions on the Math Project Sheet

Children’s Math Literature 1 Hunter Pat Hutchins William Morrow, 1986; 10 Minutes Till Bedtime Rathmann, Peggy A Cloak for the Dreamer Aileen Friedman A Million Fish? More or Less McKissack, P. Alexander, Who Used to Be Rich Last Sunday Viorst, J Annabelle Swift, Kindergartner Schwartz, A Anno's Counting Book Mitsumasa Anno HarperCollins, 1992 Anno's Mysterious Multiplying Jar Mitsumasa Anno Bunny Money Wells, Rosemary Color Zoo Lois Ehlert HarperCollins, 1992 Count and See Tana Hoban Simon & Schuster, 1972 Doorbell Rang, The Pat Hutchins Fish Eyes: A Book You Can Count On Lois Ehlert Harcourt, 2001 Give Me Half Stuart J Murphy Grandfather Tang's Story Tompert, Ann Holes Sachar, Louis How Many Bugs in a Box? David A. Carter Little Simon, 1988 How Many Snails? Paul Giganti, Jr. Scott Foresman, 1994 How Much Is A Million Schwartz, D I Spy Two Eyes: Numbers in Art Lucy Micklethwait Mulberry, 1998 Inch by Inch Leo Lionni Scott Foresman, 1995 King’s Commissioners Aileen Friedman Librarian Who Measured the Earth Lasky, Kathryn Math Curse Scieszka, Jon Mathematicians are People, Too Luetta and Wilbert Reimer Measuring Penny Leedy, Loreen Millions of Cats Gag, Wanda My Very First Book of Shapes Eric Carle HarperCollins, 1985 No Coins, Please Gordon Korman One Grain of Rice Demi One Was Johnny Maurice Sendak HaperCollins, 1991 Over,Under and Through and Other Spatial Concepts

Tana Hoban Simon & Schuster, 1973

Spaghetti and Meatballs for All!, Burns, Marilyn Spots: Counting Creatures from Sky to Sea Lesser, Carolyn Ten Black Dots Crews, Donald Ten Black Dots Donald Crews William Morrow, 1986 Ten Little Rabbits Grossman, Virginia Ten, Nine, Eight Molly Bang Tupelo, 1998 The Doorbell Rang Pat Hutchen The Greedy Triangle Burns, Marilyn The Grouchy Ladybug Eric Carle Scott Foresman, 1996 The Icky Bug Counting Book Jerry Pallotta Charlesbridge, 1992 The Right Number of Elephants Jeff Sheppard HarperCollins, 1992 The Shape of Things Dayle Ann Dodds Scott Foresman, 1996 The Very Hungry Caterpillar Eric Carle Scholastic Inc We Keep a Store Shelby, A. Socrates and the Three Little Pigs

Bibliography: www.alsde.edu

Alabama Course of Study for Language Arts Alabama Course of Study for Math Alabama Direct Assessment of Writing Alabama Reading Initiative – Reading/Writing Module

www.NCTM.org NCTM -- National Council for Teachers of Mathematics Standards www.NCTE.org NCTE -- National Council for Teachers of English Standards www.READING.org

International Reading Association www.NBPTS.org

NBPTS Standards www.nochildleftbehind.gov No Child Left Behind 2001 Allington, Richard. “What I’ve learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers.” Phi Delta Kappan

Allington, R. L., & Johnston, P. H. (2001). What do we know about effective fourth grade teachers and their classrooms? In C. Roller (Ed.), Learning to teach reading: Setting the research agenda. (pp. 150-165). Newark, DE: International Reading Association.

Allington, R. L., & Johnston, P. (2002). Reading to learn: Lessons from exemplary 4th grade classrooms. New York: Guilford.

Berry, Stephanie M. “Students Realize Mathematics is Everywhere!” Teaching Children Mathematics, September 2002 Scieszka, Jon. Math Curse. New York: Penguin Books USA, 1995

Math Curse – Lesson Plans Reading Center Children’s Literature • Look through all the Books in this center. • Notice the different Kinds of Books. • What kinds of Math situations can you find? • Each group member read a different book. • Share your book with the rest of your group. • Take Notes Reading Center Professional Literature * • Look through all the Books in this center. • Notice the different Kinds of Books. • Don’t limit yourself to one resource book. • What kinds of Math Activities can you find? • Each group member look at different books. • Share your book with the rest of your group. • Take Notes

Explore Center Find Math in Everyday Things • Look through all the materials in this center. • Notice how you can find math in many places. • Make a list of many math situations. • What kinds of Math Activities can you find? • Each group member will write a math story. • Be sure to use many kinds of math (addition,

subtraction, multiplication, Division, Fractions, Geometry, percentages, reading graphs etc.)

• Share your story with the rest of your group.

Types of Writing • Review the 4 types of writing. • Choose one of your math stories and think of a way to

write it in Descriptive, Narrative, Expository (or Persuasive) format.

• Discuss several ideas with your group. • Each group member should choose a different format to

write their math Curse story. Write a Math Curse Story • Choose one of your math stories and think of a way to

write it in Descriptive, Narrative, Expository (or Persuasive) format.

• Each group member should choose a different format to write their math Curse story.

• Write and illustrate your story to include in the Class Math Curse Book.

Keep a Math Curse Journal • Always look for math in your daily lives. • Every time you think of a real math story, write it down

in your journal • Collect your math stories until you have enough to: • Write and illustrate your own individual Math Curse

Book. Write Math Curse Books * Children may use the “teacher’s books,” too.