Howard Gardner's Multiple Intelligence Unit Lesson Plan

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Howard Gardner's Multiple Intelligence Unit
Lesson Plan

• Created by
• Jessica Bender
• MAIT 404

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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.

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Lessons Continued

• Lesson 2 (Tuesday) Linguistic Intelligence-
  Readers Theater (The Three Billy Goats Gruff)
• Fluency
• 4) Read with sufficient accuracy and fluency to
  support comprehension.
• Read on-level text with purpose and
  understanding.
• b) Read on-level text orally with accuracy,
  appropriate rate, and expression on successive
  readings.

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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.

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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,

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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)

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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.

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• 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).

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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.

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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

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Who Helped Me?

• When it came to seeking a professional or
  experts 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.

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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/

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References cont

• Google Images Search
• http//buzzingwithmsb.blogspot.com
• http//www.silkdyes.com/images/Color-Series-24-pan
  els-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
• Readers Theater Script
• http//www.thebestclass.org/rtscripts.html