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Mathematics Lesson Design TemplateTeacher Candidate Calvin FujiiMentor Teacher Dr. Russ KillingsworthUniversity CoordinatorSchoolGrade 3rd gradeSubject MathDate1. Context for Learning – Who are the students you are teaching in this class?1.1 – What is the name of the course you are documenting?This is a third grade elementary school classroom, the subject area is mathematics.1.2 – What is the length of the course?The mathematics block is 60 minutes.1.3 – What is the class schedule?8:35-8:45 Morning Routine8:45 - 10:00 Reading10:00 - 11:00 Math11:00 - 11:45 Science/Social Studies11:45 - 12:25 Lunch/Recess12:25 - 1:45 Writing/Spelling1:50 - 2:05 Recess2:05 - 2:50 Music/P.E.2:55 - 3:00 Dismissal1.4 – Total number of students 24 Male 12 Female 121.5 – Number of students with limited English proficiency 01.6 – Number of students identified as gifted and talented 01.7 – Number of students with Individualized Education Plans (IEPs) 01.8 – Number of students with 504 plans 01.9 – Attach a chart that summarizes the required accommodations or modifications for any students that will affect your instruction of this lesson. Consult with your mentor teacher to complete the chart.1.10 – Describe the range of abilities in the classroom.This is a general third grade classroom containing students with mixed abilities. Students are performing at, above, and below grade level expectations.1.11 – Describe the range of socio-economic backgrounds of the students.This classroom is made of up of students from middle income families. Approximately 22% of the students in the school qualify for free or reduced-priced meals. In this specific classroom, only five of the students qualify for free or reduced-priced meals.1.12 – Describe the racial/ethnic composition of the classroom and how you make your teaching and learning culturally responsive.Sixteen of the students are Caucasian. Four students are Asian or Asian/Pacific Islanders, three students are Hispanic, and one student is African American.1.13 – What prior knowledge, skills, and academic background do students bring to the lesson?

SPU School of Education Lesson Plan Template Page 1

(Consider previous learning experiences, assessment data, etc.)This is a third grade lesson and students have had three years of experience in mathematics. In previous grades, students were tested and assessed on interpreting a fraction as a number of equal parts of a whole or a set. Additionally students are able to identify the question(s) asked in a problem and any other questions that need to be answered in order to solve the problem. This prior knowledge will help assist students throughout the lesson.1.14 – What do you know about the students’ conversational and academic English? How do you know?Students in the class are proficient in conversation and academic English. Students have demonstrated their ability to perform activities of partner talk and small or whole-class discussion while using conversational and academic English. This has been observed through formative assessment (informally making sure each student is participating) throughout partner talk and classroom discussion.1.15 – Is there any ability grouping or tracking in the class? If so, please describe how it affects your class.There is no ability grouping or tracking occurring in the class.1.16 – What additional needs might students have?Some students may require a brief review on interpreting fractions as a number of equal parts of a whole or a set. If this is the case, 3-5 minutes will be spent on a brief review of the concept of a fraction.1.17 – Describe any district, school, grade-level, and/or cooperating teacher requirements or expectations that might impact your planning or delivery of instruction, such as required curricula, pacing plan, use of specific instructional strategies, or standardized tests, etc.The third grade teachers work together on planning instructional and assessment methods. Students are being prepared throughout the school year for the Measurement of Student Progress (MSP), which is the standardized test for grades third-eighth.1.18 – Describe any classroom rules, routines and/or classroom management issues that affect the lesson. How might you proactively address those issues in your lesson design?A requirement of this lesson is for students to be able to work and communicate within their small groups. Students know what the expectations for how group work should look and sound like. Students are allowed to use classroom materials when appropriate and necessary during the lesson. Prior to beginning the lesson, students will be reminded of appropriate group work behavior and the proper use of classroom materials. Throughout the lesson, verbal and visual cues will be used to maintain and remind students of these appropriate behaviors.1.19 – Identify any textbook or instructional program you primarily use for instruction. If a textbook, please provide the name, publisher, and date of publication.

2. Lesson Plan Explanation – Why are you teaching this lesson?2.1 – Upon what assessment data or previous lessons are you building?Students have previous experience on fractions as equal parts of a whole or a set. This lesson builds on students’ previous knowledge of fractions as equal parts of a whole or a set.2.2 – What requisite skills do students need in order to access the lesson and participate fully?Students need to understand the concept of interpreting a fraction as a number of equal parts of a whole or a set. Students should be familiar with using words, pictures, physical objects, and equations to represent fractions.2.3 – How does the content build on what the students already know and are able to do?Students know that a fraction represents a number of equal parts of a whole or a set. Students should be familiar with using words, pictures, physical objects, and equations to represent fractions. This lesson will continue to build upon these skills.


2.4 – How does this lesson fit in the curriculum?This lesson deepens student understanding of fractions by comparing fractions and by representing them in different ways. This lesson will help students gain solid knowledge of fractions as numbers and prepare students to be successful when they will learn to add, subtract, multiply, and divide fractions in later grades.2.5 – How does this lesson build on previous lessons or previous learning?This lesson is the first installment of the fraction unit. Students have learned in previous grades that a fraction represents equal parts of a whole or a set. This lesson will build on this prior knowledge and will help students represent fractions with various denominators as a part of a whole, part of a set, and a point on a number line.2.6 – How will the learning in this lesson be further developed in subsequent lessons?During this lesson students will learn to present fractions of various denominators as a part of a whole, or part of a set. This lesson will help stage for subsequent lessons on comparing and ordering fractions.3. Learning Targets – What are the objectives for the lesson?3.1 – What is the title of your lesson?Fractions for you and me!3.2 – Summarize the content focus of the lesson. This summary might take the form of a “big idea” or “essential question.”The focus of the lesson is for students to be able to present fractions of different denominators as a part of a whole, and parts of a set.3.3 – Cite the PE’s/standards using the numbers and text.Performance Expectation 3.3.A - Represent fractions that have denominators of 2, 3, 4, 5, 6, 8, 9, 10, and 12 as parts of a whole, parts of a set, and points on the number line.3.5 – Cite the objectives (skills or concepts) for the lesson. What do you want students to think, know and/or be able to do at the end of the lesson? Be concrete and specific. The objectives need to be measurable. Use action verbs. They need to be aligned with the PE’s/standards.Students will represent fractions as a part of a whole.Students will represent fractions as parts of a set.Students will be able to define fractions, numerator, and denominator.3.6 – Rephrase your learning targets using student-friendly language.I will learn how to show fractions as parts of a whole, or parts of a set.3.7 – How will students demonstrate this? Describe observable actions. – e.g. Given (learning activities or teaching strategies), the students will (assessable behaviors) in order to demonstrate (connection to PE’s/Standards).Students will demonstrate their learning through various tasks and activities. I will use direct and indirect instruction in presenting information about fractions to the students. Students will listen to the story “The Doorbell Rang” and follow along accordingly. The first rendition of the novel will be read through while the students only listen. Key terminology will be discussed and recorded. Students then working in small groups will reenact and record what is occurring in the story. The students will be able to show the number of cookies each child has throughout the story and represent that number as a fraction. This will ensure that students will be able to properly demonstrate fractions as parts of a whole, or parts of a set.3.8 – What do you as the teacher know about this particular concept/topic etc.?To understand fractions, one must understand the possible concepts a fraction can represent. A common meaning for a fraction is part-whole. Fractions can also represent ratios and division. In order to further student’s development of fractions, they must realize fractions as part of the whole. When


this whole is separated into parts, the segments are in equal-sized portions or fair shares. Fractions can be represented through words, pictures, physical objects, and equations.3.9 – Where did you find this information? (List specific resources, using APA style.)Van de Walle, J.A., Karp, K.S., & Bay-Williams, J.M. (2010). Elementary and Middle School Mathematics. New York: Addison-Wesley Longman.3.10 – Academic Language – What are the linguistic demands embedded in the learning targets? (Consider what language and literacy skills students may need to know in order to demonstrate their competency on the learning targets successfully.)Students will need to know and understand the concepts of fraction in order for this lesson to be successful. If students do not understand fraction as a parts of a whole then comprehension and understanding will be limited.3.11 – Academic Language – What key vocabulary (content-specific terms) do you need to teach?This lesson will include the teaching of key vocabulary words: fractions, numerator, and denominator.3.12 – Academic Language Functions – What are students doing with language to express their developing understanding of the content you are teaching?During the lesson students will demonstrate their understanding through accurately using the key terminology in conversation, explanation, and interpretation of the information presented.3.13 – Academic Language Forms – What words and phrases (implied grammatical features and syntactic structures) do students need in order to express their understanding of the content you are teaching? How will you teach students the relevant grammatical constructions?Students need to know the words fraction, numerator, and denominator in order to express their understanding of the content. Students will be taught this through accurately representing fractions (i.e. 1/2, or 3/4). The top being the numerator, the bottom being the denominator, and the combined two making the fraction.3.14 – Academic Language Fluency – What opportunities will you provide for students to practice the new language and develop fluency, both written and oral?Students will be able to demonstrate the academic language orally through discussion and explanation as a class and in groups. Students will also be required to complete a complimentary worksheet on the subject of fractions.4. Lesson Assessment – How will students demonstrate their learning?Formative Assessment (Process)4.1 – How will you know that the students are learning/working towards the learning targets?I will know that students are learning/working towards the learning target through asking questions, listening to student discussion and responses, and reviewing their worksheet. I will be using these formative assessment methods throughout the lesson to check for student learning and understanding.4.2 – How will students demonstrate their understanding?Students will demonstrate their understanding through questioning, explanations, and completing the activity. The ending product is for the students to be able to put all the concepts together by representing fractions as parts of a whole, or parts of a set.4.3 – Describe the ways in which you will use these assessments to inform your teaching decisions during the lesson.The beginning of the lesson will involve an introduction to a story that involves sharing quantities, which will help transition into the concept of fractions. I will assess what students know and remember about fractions (previous knowledge) during the first reading of the story. This will involve using questions and presenting a PowerPoint presentation in order to check for their understanding. This will indicate whether or not to progress to the class activity or if further explanation of fractions is required.


Throughout each activity, I will ensure that students have comprehended the material before progressing any further. I will attentively listen and watch students as they try to depict and articulate the concept of fractions. By asking questions, I will gain better insight on student understanding or confusion which will help dictate the where the lesson may proceed towards.Summative Assessment (Product)4.4 – In what ways will the evidence document student achievement?Evidence will be documented through the completion of the fractions worksheet.4.5 – How might you modify your assessment(s) for the students with whom you are working?Modifications which could be made are the way information is relayed back to the teacher. This lesson requires students to illustrate and write their solutions during the activity. Modifications such as orally presenting their results could be implemented.4.6 – How will students be able to reflect upon and self-assess their learning?After the primary activity, students will discuss and share their findings in small and whole groups. This segment will allow students to reflect upon their answers, but also the answers presented by their classmates. Additionally, during the closure students will be asked to reflect upon the lesson’s activities and share what they enjoyed, learned, or thought was difficult.4.7 – To what extent are your assessments aligned with your objectives?The assessment is aligned with my learning objectives. Throughout the lesson I will be actively listening and engaging in conversation to ensure that student understanding is occurring about fractions. I will be able to see whether or not comprehension is occurring through the lesson activity and the fractions worksheet.4.8 – Complete the following table to highlight what the students will do to demonstrate competence specific to learning for this lesson. Consider the following questions:

Formative Assessment In what ways will you monitor student learning during the lesson and how might this guide your

instruction? What specific actions do you expect to observe? How will you record what you see and hear? What feedback will you provide? How will your feedback support students in meeting the learning targets?

Summative Assessment What evidence of student learning will you collect? What criteria will you use to judge whether or not your students are meeting the learning targets? What are your evaluative criteria (or rubric) and how do they measure student proficiency for your

learning targets?

Description of formative assessment

activityEvaluative criteria What the assessment is

designed to assess Feedback to students

1) Answering questions during the first reading of the story. (Questioning)

2) Students will work

1) Students response towards questions about fractions.

2) Analysis and observation of partner

1) Helps teacher check for current understanding on the topic of fractions.

2) Determines whether

1) Students will get instant feedback through the questions and answers during the story.


with partners to complete the activity. (Questioning and observation)3) Groups will discuss and share their results or findings. (Class Discussion)

conversation and work.

3) Listening and responding to student inquiry and responses during group discussion.

or not students comprehend the material. Whether or not the teacher should continue to progress through the lesson or re-teach concepts.

3) Helps students develop thinking and cooperative working skills.

2) Data gathered from the activity could inform what feedback needs to be given.3) Students will get feedback from their partner and classmates during discussions.

Description of summative assessment

activityEvaluative criteria What the assessment is

designed to assess Feedback to students

1) Completion of the fractions worksheet. (Observation)

2) Classroom discussion about what they have learned during the lesson. (Discussion)

1) Data received from students completed fraction worksheet.

2) Listening and responding to student inquiry and responses during group discussion.

1) Helps the teacher see what the students have learned during the lesson.

2) Whether or not more time is needed on the current concept.

1) Corrected worksheet will be given to students.

2) Students will hear feedback about the lesson for their fellow classmates.

4.8 – Academic Language – Identify the linguistic demands in your assessments and how they might be modified.The linguistic demands of the assessments are that the students must learn the academic language of the lesson. Students must be able to communicate using terms fractions, numerator, and denominator. This could be modified by referring the numerator as the “top number” and the denominator as the “bottom number”. Students must also be able to understand and process questions asked by the teacher and their classmates.4.9 – Academic Language – How is the understanding of academic language being assessed?Throughout the lesson, students will have the opportunity to use the academic language. Assessment will be done by hearing whether or not students are using academic language while working in partners and in group discussions.5. Instructing and Engaging Students in Learning – What will happen in the lesson?5.1 – What co-teaching strategy will be used during this lesson? (if applicable, check appropriate method)One Teach, One Observe (lead) One Teach, One Drift (lead) Station TeachingOne Teach, One Observe (observe) One Teach, One Drift (drift) Supplemental TeachingParallel Teaching Team Teaching Alternative TeachingIf not applicable, is this lesson during your solo time in the classroom? Yes No5.2 – What learning activities do you have planned for the students? (This describes what the students do.)1) Read students the book The Doorbell Rang by Pat Hutchins – students will listen through the first rendition while discussing key questions.2) PowerPoint presentation with overview of key terminology3) Working in pairs, students will complete the activity during the second time reading of the book.


4) Students will discuss and share their discoveries of the story related activity.5) Students will complete the fractions worksheet individually. If help is required, students will seek help from their fellow classmates before asking the teacher for assistance.6) Whole class discussion on what the students have learned, thought was fun, and thought was difficult.5.3 – What instructional strategies will you use? (This describes what the teacher does.)1) I will use direct instruction in presenting the story and leading questions.2) During the activity, students will be required to use cooperative learning as well indirect learning. During this time I will observe and check that students understand the concepts of fractions.3) Questioning and discussions will be used throughout the lesson in order to further student understanding of fractions.5.4 – What opportunities will the students have to articulate the learning target(s), monitor their own progress, and identify support needed to achieve the learning target(s)?After the book has been read for the first time, the students will discuss the lesson objective as a class. In pairs, students will discuss what the objective means to them and what they think they will be learning about. During the cooperative learning activity, students will be given the opportunity to discuss, ask questions, and share their understanding of the concept of fractions. Students are always encouraged to seek support from their peers before seeking help from the teacher. When necessary, I will provide support to the students to help with their understanding. At the end of the lesson, students will have the chance to discuss as a class what they have learned in the lesson.5.5 – Describe the sequence of steps in the lesson in the following table. General lesson sequences may be more directive (e.g., ITIP) or open (constructivist). Whatever design is used, the lesson needs to be explicitly outlined.

For example, an ITIP lesson sequence would include the following sequence: Objective & Purpose Anticipatory Set Input/Activity Modeling Check for Understanding

Guided Practice Independent PracticeFor a constructivist lesson: Objective & Purpose Explore/Experiment Hypothesize/Explain Report/Assess

Sufficient detail is needed to see intention of the learning experiences. Consider the following questions: How will you communicate the learning targets to the students? How will you communicate your expectations to the students? How will you connect to your students’ previous experiences? How will you link the lesson to their lives as students? What are the key teacher questions or prompts? What are the procedural directions for students to follow? How will you explicitly teach/model or demonstrate the skill/strategy/concept? How will you adapt the instructional procedures to meet the needs of the students whom you are

teaching? What learning activities make up the lesson? What kind of examples/samples will you provide for your students? How will students know where the work is going and what is expected of them? What opportunities will you provide for students to practice this new skill/strategy? What questions might you pose to push student thinking and check for understanding? What feedback do you plan to provide? How might you correct student misunderstandings?


What kind of opportunities will you provide students to apply this new learning and demonstrate mastery?

How might students evaluate their work and its implications?

It should be clear that the learning experiences are aligned with the learning targets and assessment tasks. The sequence of lesson steps should reflect: Multiple approaches to learning that are responsive to the description of students provided in the

Context for Learning. Research and principles of effective practice. A transformative multicultural perspective. Attempts to stimulate problem solving and critical thinking.

Complete the following table: Provide an estimate of time. List the sequence of the various learning experiences in the lesson. Articulate a purpose for your selection of each significant learning activity. Focus on the choice of

instructional strategies and on why significant learning experiences are chosen for student engagement. Your purpose statements can help identify evidence of effectiveness in your teaching.

Materials:The Doorbell Rang by Pat HutchinsPowerPoint PresentationGraphic Organizer for key termsHand-made manipulatives (cookies)Paper Plates (12)Graphic organizer for the lesson activityFractions worksheetPencilsScissorsComputer

Objective/Purpose (5 minutes):Students will begin by reading the lesson objective as a class. The lesson objective states, “ I will learn how to show fractions as parts of a whole, or parts of a set”.

Teacher: I want each of you to take a minute and think about what this lesson objective means to you? After you have had time to think, I want you to share it with your partner.

After a few minutes of discussion ask for students to share their responses.

Before beginning, read the lesson objective as a class once more.

Anticipatory Set/Hook (10 minutes):Read the story The Doorbell Rang by Pat Hutchins


Teacher: Today in math we will begin by reading the story The Doorbell Rang by Pat Hutchins. This story is about Victoria and Sam’s mother who has just finish baking them some cookies. I want each of you to listen to the story and think about how it relates to our lesson objective.

After the story, I will ask some questions to gauge their understanding of fractions. Some example questions are:

How does this story relate to our lesson objective?Were there even fractions in the story? Explain?How would one use fractions to illustrate the story?What is a fraction?What are the parts of a fraction?Can anyone name what the top and bottoms of fractions are?What does each of the parts represent?

Throughout any of the questioning times I will implement these talk moves to enhance understanding.Revoicing (asking students to verifying their interpretation and clarify their thoughts)Who can repeat? (ask students to restate what another classmate said)Press for reasoning (asking students to explain why they think that way)Who can add on? (asking students to add their own ideas to other comments)Wait time (making sure I wait long enough for students to process the question and their ideas)

Input (5 minutes):Students have now been presented with the general concepts and idea for fractions. The next step would be to help each student progress with their own in depth understanding of these terminologies. This section will include a brief PowerPoint presentation on the key words and well as a graphic organizer will be provided to use for recording.

PowerPoint Presentation:Slide show can be seen at the link below.http://www.slideshare.net/fujiic15/fractions-for-you-and-me

Graphic Organizer:This is a simple graphic organizer that requires the students to write the key word, definition, and an illustrated example of what is represents. Very simple, yet very efficient way for students to intellectually map the information. Advance organizers will strengthen cognitive structures and will enhance the retention of new information (Joyce, Weil, & Calhoun, 2009).


Reference:Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. Boston, MA: Pearson Education.

Modeling (5 minutes):If students are still struggling with the concept of fractions and how fractions are represented. A modeling segment will be included. If concepts are understood, then I will proceed to ensure that understanding is efficient in order to begin the activity. Observation through listening to student response during the anticipatory set and completion of the graphic organizer during the input will be a firm indicator of whether or not modeling is necessary.

Modeling procedures:Teacher: I want each of you to draw a circle, and divide it into four equal parts.

Using key words and definitions ask questions to help students understand what fractions represent.

Questions to ask:

How many equal parts of the item do we have? Is this the numerator (top) or denominator (bottom)?If I were to take one section, how many parts of the whole do I have?Each section represents the parts we have, which is called what?If I were to take three sections, how many parts of the whole do I have? How can I illustrate or write this as a fraction?

Checking for Understanding (5 minutes):Teacher: Talk to your table partner about what we have covered so far. Remember to use mathematical words like fractions, numerator, and denominator when sharing with your partner.

During this time, I will walk about the classroom listening to conversation. This will help me assess whether we can progress to the lesson activity.

After a few minutes ask for students to share their response.

Teacher: Who would like to share what they have discussed?

Lesson Activity (15 minutes):The objective is for students to be able to present fractions as parts of whole, or parts of a set.

Distribute the materials necessary for the partner lesson activity. Materials include the graphic organizer, scissors, plates (12), and the manipulatives (cookies).


Begin the lesson by having the students cut out the cookie manipulatives.

Example of manipulative:

Example of graphic organizer:

Teacher: Working with your partner we will be listening to The Doorbell Rang by Pat Hutchins once again. This time though, I want each group to reenact the story and record their findings. Using your materials – cookies, plates, and graphic organizer I want each group to follow along as I read the story once more.


Depending on student comprehension, discussion can occur after each time the doorbell rang or after the story is completely read. Since most students are at or above third grade level, discussion will occur after the story is read.

Teacher: I want each group to discuss together what you have done in each step. Walking through the story and making sure that you have filled out your graphic organizer and that each plate has the final amount of cookies on it.

Again, walking around observation group conversation as they explain how they got their answers.

Teacher: Would any group like to demonstrate the sequence of events and share their findings?

I will be using the talk moves throughout this discussion time.Revoicing (asking students to verifying their interpretation and clarify their thoughts)Who can repeat? (ask students to restate what another classmate said)Press for reasoning (asking students to explain why they think that way)Agree or disagree? (asking students whether or not they agree or disagree)Wait time (making sure I wait long enough for students to process the question and share their ideas)

Questions to be ask:Explain why you choose 12 as the denominator or bottom number?What fractional values represent each time the doorbell rang?Explain why the numerator or the top number keeps changing?If the grandma brought 12 more cookies, how would that change the answer you got? If she brought 24 cookies?What would happen if more children showed up to the door? How would the cookies have to be shared then? What would the fractions look like?

Independent Practice (10 minutes):Students will be presented a worksheet to complete on their own. If students are unable to finish in the time allotment, it becomes homework. When students face difficulties on the worksheet, they are to seek the help from their table partner before seeking help from the teacher.

Throughout the independent practice time, I will circulate the classroom to check student work.

Here is the worksheet:



Closure (5 minutes):During the closure of the lesson students will be asked questions for discussion with their partner.

What was one thing you learned today?What was something you fun about today’s lesson?Was any part of the lesson difficult for you?Did we meet the lesson objective of representing fractions as parts of a whole, or parts of a set?What was your favorite part of the lesson?What was your least favorite part of the lesson?What can you take away from today’s lesson and apply it at home?

If time allows, have several students share their answers to the questions.

Time Learning experiences Purpose5 min.

10 min.

5 min.

5 min.

5 min.

15 min.

Objective/Purpose: Students will read and discuss in partners and as a class the objective for the lesson.

Anticipatory Set/Hook: Students will listen to the story The Doorbell Rang by Pat Hutchins. Questions will be asked towards the students about fractions.

Input: PowerPoint presentation on the key words. Students will be provided graphic organizers to fill out the important information.

Modeling: Only if necessary, teacher will model through an example how information is interpreted and put into fractions. Also a demonstration of what and where the key words apply towards.

Checking for Understanding: Students will discuss in partners what has been covered thus far. Students will interpret the information and verbalize in their own words. Several students will share their findings.

Lesson Activity: Students will listen to the story The Doorbell Rang by Pat Hutchins once again. Working with their partner they will reenact and complete the graphic organizer. Students will discuss their findings in whole-group discussion.

Objective/Purpose: This experience will provide students with the opportunity to share their thoughts about the objective for the lesson. It will help them understand what they will need to know to complete the lesson.

Anticipatory Set/Hook: This will get the students engaged and thinking about the topic of fractions.

Input: To introduce students with the key words and how they apply to our lesson objective.

Modeling: For students who may be struggling, this gives another visual opportunity for students to deepen their understanding of fractions.

Checking for Understanding: Students will show you their understanding of lesson content up to this point in the lesson through discussion.

Lesson Activity: Students will be required to use their knowledge of fractions to complete the activity. It will also require students the ability to work effectively with a partner.


10 min.

5 min.

Independent Practice: Students will be given a worksheet to complete on their own. Students will seek help from their peers before asking the teacher.

Closure: Students will discuss with their partners the questions presented. Several students will share their observations or findings to the class.

Independent Practice: This will allow and help students to make the connection of the lesson activity with the learning objective.

Closure: This activity provides students with an opportunity to reflect on their learning, and how to make it applicable outside the classroom.

5.6 – Closure – How will the key points of the lesson be articulated? The key points will be addressed through the students summarizing and reflecting upon the lessons activities.5.7 – Closure – What questions or prompts will you use to elicit student articulation of their progress towards the attaining the learning target(s)?Students will answer questions and reflect orally with their partner as well as several will share to the class.5.8 – Closure – How will students rethink and revise their understanding and work?Closure questions such as asking what was difficult will help students rethink and revise methods for completing the lesson. Additionally, throughout the lesson I will monitor student progress and ask questions that will require students to think about their understandings.5.9 – Materials – What materials, including community resources and educational technology, will you need in order to teach this lesson?I will need these materials to complete the lesson: The Doorbell Rang by Pat Hutchins, PowerPoint, graphic organizer for key terms, hand-made manipulatives (cookies), paper plates (12), graphic organizer for the lesson activity, fractions worksheet, pencils, scissors, and a computer.5.10 – Materials – What materials will students need for this lesson?Students will need the hand-made manipulatives (cookies), paper plates, both organizers, pencil, and scissors.5.11 – Grouping of students for learning – How will student learning groups be formed?Students learning groups will be formed by their table partners. Table partners will already be established – these partnerships were planned based on how well these students work together.5.12 – Management and Safety Issues – Are there management and/or safety issues (physical and/or emotional) that need to be considered when teaching this lesson? If so, list them. What will you do to prepare your students for these issues?There are always safety issues when using scissors. Prior to using I will explain proper scissor etiquette and have students put away their scissors once finished cutting out the manipulatives.5.13 – Family involvement – Describe any family involvement that accompanies this lesson. If the lesson does not explicitly require family involvement, then describe how the lesson fits in with the family involvement plan for the unit. Letting parents know how the student is doing in the course may also be


part of the planThe lesson plan does not specifically involve family. If students do not finish the worksheet it becomes homework, so family involvement in completing the worksheet may occur.6. Analysis of Student Work – What was the positive impact of your teaching?Choose three samples of student work representing the full range of student performance. To the extent possible, at least one of these must be from an English language learner and one from a student who represents a particular teaching challenge related to your expectations for this lesson. The third is a sample of your choice.6.1 – What kind(s) of feedback did you give the students?

6.2 – How did your feedback encourage students to monitor their own progress and identify support needed to achieve the learning targets?

6.3 – For each work sample, discuss what it illustrates about the students’ developing skills and understandings of the academic content as well as growth in academic language. Consider the following questions: To what extent did each student learn what you had intended them to learn? Did he/she meet the learning targets? How? Why? Cite specific evidence from the sample

collected. What do these samples tell you about each of the students in relationship to the PE/Standard of

focus for this lesson? In what areas did each of the students have difficultly? Why? Were the adaptations/accommodations to the lesson appropriate for each of the students? How?

Why? Was the assessment appropriate for these students? How? Why? Are there aspects of the student’s learning that you observed that are not well represented in the

samples? Explain.

7. Retrospective Reflection – What did you learn about your teaching and student learning during this lesson?

7.1 – Was the lesson taught as planned? If not, what changes were made to the lesson and why?

7.2 – To what extent did the whole class or group learn what you intended them to learn? Cite specific examples and/or evidence. This could include student work, mentor teacher observation notes, video, etc.

7.3 – What did you learn about your students as learners?

7.4 – What other forms of feedback could you have used? Why?

7.5 – What will be your next steps instructionally? Why?

7.6 – Do you have data to supports these next steps? Explain.

7.7 – The next time that you teach this material to a similar group of students, what changes, if any, might you make in planning, instruction and assessment?


7.8 – How would the changes improve the learning of students with different needs and characteristics?

7.9 – What have you learned about yourself as a teacher?

7.10 – What goals do you have for yourself as you plan future lessons?


Documents

School of Education file · Web viewSPU School of Education Lesson Plan ... Mathematics Lesson Design Template. ... This prior knowledge will help assist students throughout the lesson