Math Lesson Example

LESSON PLAN for CONTENT METHODS SEMESTER

Name:  _Andrea/ Irma / Tanya________________________ Section:  _____5______

Subject: __Math_________________                                     Grade Level: ____1st_____               

Title of Lesson: ____Addition Competition______________

LESSON PLAN TEMPLATE

Establishing the Lesson Framework

Texas Essential Knowledge & Skills: 111.3 grade 1 (b) knowledge and skills. (3) Numbers and operations. The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems.  The student is expected to (E) explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and  number sentences; and

Objective(s): The student will decompose and compose whole numbers 1 to 20.

Rationale for teaching this lesson: The student will be playing a game where they will have to calculate a set of numbers to get a certain sum and they have to be able to problem solve and become fluent in number manipulation.

Content Area Literacy Strategy/Rationale for choosing a specific strategy: Number operation, student needs to know that numbers are just symbols that represent an amount and that no matter how you manipulate them they remain the same value. Kahoot will be used as an assessment tool.

English Language Proficiency Standards (ELPS): (c) Cross-curricular second language acquisition essential knowledge and skills. (1) Cross-curricular second language acquisition/learning strategies. (A) use prior knowledge and experiences to understand meanings in English;

Evaluation Strategies

Pre- Assessment:  (must be done day/s before actually teaching the lesson)

Formative Assessment(s):  (Try to use a variety of formative assessments throughout the lesson.  List all types of formative assessments you will use during this lesson.)

Summative/Post Assessment: (Measures how much students learned from your teaching. Include Rubric(s), checklists, assessment instruments, etc.)

Designing Supportive Learning Environments

	TEACHER USE	STUDENT USE
Materials	Kahoot account, pair of dice, large format for displaying how to play “Shut the Box” (Dry Erase Board, Elmo, Ect.).	“Shut the Box” game board handout and a pair of dice per group. Access to the internet via a smartphone, tablet or computer.
Resources	https://en.wikipedia.org/wiki/Shut_the_Box, Kahoot Account	https://en.wikipedia.org/wiki/Shut_the_Box, Access to the internet and a Kahoot login
Technology (justify why needed or not needed)	Kahoot- To be used after the lesson has been taught and the game “Shut the Box” has been understood by all students.	Students will be able to compete against others in the class in a timed multiple choice interactive game online.

SETTING
Classroom Arrangement	Classroom should be set up in table groups of 3 or 4 with access to the internet and large screen for viewing the computer display by the whole class.
Materials Management	Have one or two students pass out “Shut the Box” game board page. Have one or two students count the amount of dice to be passed out and then distribute one pair to each group after you have demonstrated how to play the game. Have the same students pick up and recount the dice after the game has been played.
Student Grouping	Students should ideally be in pairs but can be in groups up to four.
Technology Needs	Access to Internet and student access to internet via smartphones, tablets, or computers.
Safety Concerns	Dice should not be thrown, demonstrate how to roll them gently. Dice should not be put in mouths, nose, or ears.

Student Needs/Adaptations

STUDENT	CONTEXTUAL FACTOR	STUDENT NEED/ADAPTATION
Student A	Has a learning disability that impedes his ability to break down numbers into differing groups i.e. 8= 4+4, 2+6, 5+3, 7+1, 8+0.	Student needs to be able to see the total represented as individual units this can be done with the use of marbles, torn pieces of paper or a peer listing out the various combinations of numbers to achieve the desired total.
Student B	Is visually impaired	Student needs to be able to feel or hear the total that is desired. This can be achieved by a pair of dice with raised dots or a trusted partner who can call out totals. For the Kahoots game the student will need an auditory adaptation whether that is a student volunteer or a headset adapted for the technology in use.
Student C	Does not have use of hands	The student should be allowed to use whatever appendage is necessary to roll the dice, i.e. toes, or mouth. For closing out a box the student should have a trusted partner or have a tab to close that suits their ability. For the Kahoot game the student should have a trusted partner or adaptive technology.

Content Knowledge

• What content do you (the teacher) need to know in order to teach this lesson? The teacher will need to know the principles of addition and the ability to manipulate numbers within an algebraic sentence.

What other connections do you need to know? The teacher will need to know how to use the technology, Kahoot as well as how to teach the strategy for manipulating the numbers in an algebraic sentence.

How will you make the content clear and meaningful to the students? The teacher will demonstrate how to play the game “Shut the Box” while involving the students in a discussion of possible strategies for winning the game.

• What are some content-related responses you anticipate from your students? The students will be unsure of their choices of which boxes to close, therefore they should each have several opportunities to play the game to decide which strategies work best to get the most boxes “shut”. There should be a class discussion of the most successful strategies after game play is complete. As for the Kahoot game there may be some confusion over the wording/meaning of the questions and/or answers. If this is the case stop the game and lead a discussion on how to interpret meaning in a multiple choice problem.

What possible errors or misconceptions could the students make? During “Shut the Box”, students could not weigh all possible number combinations and therefore miss out on more opportunities to win. During the Kahoot game, students could not understand what the multiple choice question is looking for and therefore end up guessing the answer instead of working out the solution.

How can you correct these errors and misconceptions? If students continually end “Shut the Box” with high numbers, have them list all possible algebraic sentences within the total that they rolled, in this way the student has a visual representation of their choices by being able to cross out any sentence using already closed boxes. If the students do not understand the kahoot game questions, stop the game and do a sample problem with them create a dialogue about comprehension strategies and how to scan multiple choice answers for obvious wrong answers.

• What are some anticipated student behaviors/comments as students are learning the concept/s or skill/s? Students may fight over materials and turn taking. Students may also have difficulty with manipulating their choices in number combinations. Students may not understand or get frustrated with multiple choice questions.

How can you be prepared? The teacher should model how to be good sports in the process of playing a game. The teacher should express the importance of turn taking and the value of being encouraging and gracious to one another. If the students are frustrated with not being able to answer in time the teacher may extend the timer amount. If it is a question of clarity the teacher should explain what the question is asking for and lead a discussion on comprehension strategies.

Instructional Strategies

The instructional model(s) utilized in this lesson is (are):

 _____Inquiry              ___X__  Direct Instruction      _____  Cooperative Learning 

           

_____Discovery Learning ____ Simulations               _____Other /specify________________

INTRODUCTION/FOCUS
The teacher will…	Ask students what are numbers? Listen to response of students, then proceed to explain that numbers are simply symbols that represent an amount of units. The units can consists of objects, ideas, opinions etc.,
The student will…	Will participate by answering the question of what they think is a number, they then will listen to review of what numbers represent.
Type of formative assessment	The students will participate as a whole class in playing a quizzical game called kahoot, the teacher will then get a digital reading of what percent of her students are mastering manipulation and discriminative skills.
Approximate time	5 to 7 minutes
INSTRUCTIONAL PROCEDURE/METHOD/ACTIVITIES Be sure to include Content Area Literacy Strategies and ESL Strategies
The teacher will…	Say “Today we are going to learn about simple number operation in addition and focus on problem solving”, she will then ask the question of what is a number?  Teacher will then explain that “numbers as we know them for example 4 + 0 and 3 + 1 are just math problems that equal the same sum of 4, these are just symbols that represent units of something”. Teacher will then demonstrate on the black board that numbers can represent numbers, symbols or dots that can represent an amount and how you can manipulate them in different places and it will still remain the same value. The teacher will then give instruction on a game called “shut the box”. For the ESL the teacher will ask the student if they comprehend and go over more addition problems on the white board, manipulating and recalculating to show they are the same.  Math is universal so teacher just needs to make sure student recalls what they already know.
The student will…	Listen to the explanation the teacher is giving over what is a number, they will then answer the question of what they think a number is.  They will then be instructed to draw a 2 by 5 box with numbers 1 thru 9, they then will be instructed to use a set of two numbers that equal the amount on the die they roll to get a number but they will be warned that they can only use a number once and they will attempt to use up all the numbers in the box or as close as they can to close up all the boxes.  The person who has the least amount of boxes open wins the round.  For ESL student will be given the more time to process and recall prior knowledge of numbers.  Will be done in groups so it will be a collaborative effort and if needed student can have a one on one instruction explained in more detail.
Type of formative assessment	The teacher will walk around and monitor and assists those who are having trouble figuring out what to do.
Approximate time	20 minutes
CLOSURE (keep this short (2-3 min); summarize the lesson, & focus on important skills learned)
The teacher will…	Instruct the student to get their technology gadget out. I-pads, cell phones or computers to participate in an interactive quiz about differentiating different sets of numbers.  Teacher will have set up the game and observe to see if her students are getting the concept of manipulation of numbers does not change the sum.
The student will…	Respond to the game on Kahoot, playing against their classmates and paying attention to the problems and figuring out how to solve and determining if they are the same or different.  For ESL they can do in a collaborative group.
Type of formative assessment	At the end of the game a panel will be shown of the percentage of correct and incorrect answers therefore the teacher will get a visual of the percent amount of her whole classroom who get the concept of number manipulation and problem solving.
Approximate time (must be short: 1-3 min)	3 minutes.

Science Lesson Plan Example

LESSON PLAN for CONTENT METHODS SEMESTER (Five E Model)

Name(s):  Andrea Clark                                                           Section:  05

Subject: Social Studies/Science                                                            Grade Level: 4th                     

Title of Lesson:  Private Eyes: The Science of Observation and Inquiry

Association for Childhood Education International (ACEI) Elementary Education Standards

Please check the appropriate strand.

MATH                                                                        SCIENCE                   SOCIAL STUDIES

_____  Number and Operations and Algebra               ____  Physical                         __X__  Integrated study of history

_____  Measurement and Geometry                            ____  Life                    __X__  Geography

_____  Data Analysis and Probability                          ____ Earth/Space         __X__  Social Sciences

                                                                                    __X_ Critical Thinking

LESSON PLAN TEMPLATE

Establishing the Lesson Framework

Texas Essential Knowledge & Skills: §112.15. Science, Grade 4- (3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

(A)  in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student

Objective(s): The students will use their powers of observation and inquiry to analyze, evaluate, and critique a weekly photograph. The student will be able to defend their predictions in both written and oral forms using empirical evidence.

Rationale for teaching this lesson: The purpose of visual literacy is to explicitly teach a collection of competencies that will help students think through, think about and think with pictures. It is important for the student to use critical thinking and scientific problem solving to make informed decisions.

Content Area Literacy Strategy: The students will use a combination of team work as well as a gallery walk as the CALS for this lesson. As for the weekly, at leisure follow up activity, the CALS will be an oral and written defense of the students proposed scenario for the weeks photograph.

English Language Proficiency Standard (ELPS): §74.4. (2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language;

(F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment

Evaluation Strategies

Pre- Assessment:  The student will be given 5 mins. to sketch, make observations, and predictions of a photograph projected onto the board.

Pre/Post- Assessment Rubric:

Skills to Master	Not Yet	Almost	You Got It!
Sketch is useful in analyzing visual information	One piece of the image drawn with little to no detail	3 pieces of the image are sketched with minimal detail	>3 pieces of the image that are detailed enough that one could make assumptions about the story using the sketch alone
Observations are relevant to making predictions	Student gives only surface observations. (“There’s a man doing stuff”)	Student is able to detect subtleties in photographs. i.e., facial expressions, body language, perspective.	Student can make connections to the story line in the photograph using past experiences.
Inquiry	Student just restates observations	Student answers some of the 4 W’s with little evidence from the photo	Student answers all of the 4 W’s with clear examples from the photo backed up with students own experiences.

Formative Assessment(s):  Observation, Questioning, Discussion, Visual Representation

Summative/Post Assessment: Written and oral defense of student predictions

Designing Supportive Learning Environments

	TEACHER USE	STUDENT USE
Materials	“Science Eyes”; Trench coat; Hat; recorder app; Four printed color photographs from the Learning Blog’s “What’s Going on in that Photograph?” series; four pieces of poster paper; glue	Markers
Resources	learning.blogs.nytimes.com/.../whats-going-on-in-this-picture; youtube.com: Pink Panther theme song (2:38), James Bond theme song (Dr. No) Inspector Gadget theme song, and Austin Powers theme song	learning.blogs.nytimes.com/.../whats-going-on-in-this-picture
Technology (justify why needed or not needed)	Internet access; smart phone (for hook as an investigator recording observations)	Internet access

SETTING
Classroom Arrangement	4 group tables
Materials Management	Host and hostess to pass out materials
Student Grouping	Groups of 4
Technology Needs	Internet access
Safety Concerns	The teacher must emphasize the importance of walking, not running to and from stations.

Student Needs/Adaptations

STUDENT	CONTEXTUAL FACTOR	STUDENT NEED/ADAPTATION
Student A	ADD	Written instruction and timer reminders of responsibilities
Student B	ID	Peer support and para-aide
Student C	ELL Advanced  Level	Visual clues and peer support

Content Knowledge

• What content do you (the teacher) need to know in order to teach this lesson?

• Determine the nature of the visual materials needed
• Find and access needed images and visual media effectively and efficiently
• Interpret and analyze the meanings of images and visual media
• Evaluate images and their sources
• Use images and visual media effectively
• Design and create meaningful images and visual media
• Understand many of the ethical, legal, social, and economic issues surrounding the creation and use of images and visual media, and access and use visual materials ethically

What other connections do you need to know? The teacher would have to understand how to begin to bridge the gap between a child’s concrete and literal habits, to the more hypothetical and extrapolated thinking needed to make predictions for the storyline of a photograph.

How will you make the content clear and meaningful to the students? By allowing the students multiple opportunities to interact with images in the media, the importance of details within an image becomes applicable in the real world to students.

• What are some student content responses to be anticipated? Literal responses are to be expected use scaffolded questioning strategies to further and deepen the students thinking

What possible errors or misconceptions could the students make? Make generalizations and/or assumptions, one could fail to make connections with previous schema

How can you correct these errors and misconceptions? Through repeated contact with images that challenge assumptions and encourage reliance on preexisting information to make predictions about the image

• What are some student behaviors to be anticipated? Arguing about opinions and problems taking turns are the behavioral concerns for this developmental level while difficulty thinking beyond identification is a challenge specific to this lesson.

How can you be prepared? Anticipating the student’s frustration with not having an immediately apparent meaning in an image should give the teacher the incentive to know the images well enough to ask leading questions to allow the students to classify the visual information into digestible data for analysis

Instructional Strategies

The instructional model(s) utilized in this lesson is (are):

 __X__ Guided Inquiry                                   __X__ Direct Instruction         __X__ Cooperative Learning  

           

__X__ Challenge                                 _____ Open Inquiry               __X__   Five E Model

INTRODUCTION/FOCUS/ENGAGE
The teacher will…	Come in to the Pink Panther Theme Song. Don a trench coat, hat and “science eyed” glasses. Record observations of the room with phone.
The student will…	Identify the qualities of a good detective
Type of formative Assessment	Questioning, Discussion
Approximate time	10 mins.
INSTRUCTIONAL PROCEDURE/METHOD/ACTIVITIES
EXPLORE:	The Students will: Analyze visual information in 2-3 photographs with the help of the teacher The Teacher will: Facilitate discussion on what is going on in photographs
EXPLAIN:	The Students will: Break into four groups and analyze the visual information at all four stations (2 songs a piece) The Teacher will: Walk around the room furthering students thought processes by asking leading questions
ELABORATE:	The Students will: Students will rotate around to the four stations and either refute, affirm, and/or extraplolate from original group members thoughts on the stations photograph The Teacher will:  Walk around the room furthering students thought processes by asking leading questions
EVALUATE:	The Students will: Go up to the front of the class with their group and original photograph, they will each have a turn wearing “science eyes” and sharing one piece of information about the photograph a piece. The Teacher will:  Ask how the student inferred this information
CLOSURE
The teacher will…	Listen and look for opportunities to extend the students depth and reasoning behind the students predictions
The student will…	Write down and share with the class their observations, predictions, and inquiries about one of four pictures presented to them.
Type of formative assessment	Written and oral defense
Approximate time	5 mins.