Clip 4/18: Lesson Part 1A
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In the first part of her lesson challenging students to use information from a graph to write an engaging commentary of a swim meet, Lisa Hennefarth shares the intention for the lesson with her 9th grade students: “to be patient…what are you going to do in class to be patient with your friends, with your learning, with people you work with.” She then shares the learning goal: “You are going to be a radio commentator, and write your script as if you were announcing something, describing a real-life situation that involves a function. Lisa begins the class by sharing four different graphs, asking “which one doesn’t belong?” She reminds her students that they have resources available to them, such as a vocabulary sheet on their desks, to include in their responses, framed as “______ doesn’t belong because.” After students generate their ideas, she asks them to place their sticky notes in a corner of the room, and then stand in the middle of the room, looking to see where the most responses are.
Teacher Commentary
Teacher Commentary
Lisa Hennefarth
The norms of a classroom influence my work with “which one doesn't belong.” Over time, we embellish on and change that practice, to not just standing or sitting at the desk and raising your hand. There’s a progression of that whole language routine: you start out at the beginning of the year with “Go ahead, you can share, if you want to.” Then I would give them all sticky notes as it evolved, saying “Okay, now you're going to get up, and you're going to go do this, and here's the sentence frame.” I had stations up and then students got to walk around and do a gallery walk.