Howard Gardner's Multiple Intelligence Unit Lesson Plan Created by Jessica Bender MAIT 404

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.

Lessons Continued Lesson 2 (Tuesday): Linguistic Intelligence- Reader’s Theater (“The Three Billy Goats Gruff) Fluency 4) Read with sufficient accuracy and fluency to support comprehension. a)Read on-level text with purpose and understanding. b) Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

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 Distinguish between complete and incomplete sentences Recognize and use the correct word order in written sentences. -Grammar Identify and correctly use various parts of speech, including nouns and verbs, in writing and speaking.

Lessons Continued… Lesson 4 (Thursday): Interpersonal Intelligence- “You vs. Me” game (tens place) 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,

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) 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)

…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.

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).

Closing it out… Lesson 8 (Wednesday): Musical Intelligence- “What kind of song are you?” Compose, Arrange and Improvise Improvise simple rhythmic and melodic accompaniments… Analyze and Critically Assess Use the terminology of music in discussing individual preferences for specific music. Lesson 9 (Thursday): Logical/Mathematical- Number Models worksheet using manipulatives 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 = 14 is 14 − 6 = 8) to solve problems and check solutions Use mental arithmetic to find the sum or difference of two two-digit numbers.

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

Who Helped Me? When it came to seeking a professional or expert’s 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.

References Bender, J. (2013). Multiple Intelligences: An Effective Approach to Math. Literature Review Final 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, Retrieved from: 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), Retrieved from:

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