SPU School of Education Lesson Plan Template Page 1

School of Education 1

Service – Leadership – Competence – Character 2

3

Lesson Design Template Teacher Candidate Steven Benesi

Mentor Teacher Filina Niemeyer

University Coordinator Elizabeth Anderson

School North Beach Elementary

Grade 1st grade

Subject Math

Date 11/16/2011

1. 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?

Mathematics

1.2 – What is the length of the course?

60 minutes

1.3 – What is the class schedule?

8:55-Welcome 9:15-PCP Time (Second Step, P.E., Library) 9:45-Word Sort (varies) 10:15-Recess 10:30-Reading (varies) 11:50-Recess/Lunch 12:30-Math 1:50-Recess 2:00-Writing/Science 2:50-Pack-Up 3:05-Dismissal

1.4 – Total number of students 27 Male 11 Female 16

1.5 – Number of students with limited English proficiency 0

1.6 – Number of students identified as gifted and talented 5

1.7 – Number of students with Individualized Education Plans (IEPs) 0

1.8 – Number of students with 504 plans 0

1.9 – 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. N/A

1.10 – Describe the range of abilities in the classroom.

Students range from below grade level to one year ahead.

1.11 – Describe the range of socio-economic backgrounds of the students.

Students range from lower middle-class to upper middle-class. No students are on a free/reduced lunch plan.

1.12 – Describe the racial/ethnic composition of the classroom and how you make your teaching and learning culturally responsive.

One student is Pakistani/Indian. Two students are Japanese. One student is ¼ Mexican, ¼ Native America, ½ Thai. One student is ½ Mexican ½ Thai. I will make sure that my teaching gives opportunity

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for all of my students to see themselves represented in the lessons. Literature will be selected that presents diverse characters, settings, and values. Different ways of thinking and problem solving will be highlighted when appropriate.

1.13 – What prior knowledge, skills, and academic background do students bring to the lesson? (Consider previous learning experiences, assessment data, etc.)

North Beach employs a walk-to-math program. Due to this, each student in this math class are receiving instruction a grade level above their current grade; in this case, students receive second-grade instruction.

1.14 – What do you know about the students’ conversational and academic English? How do you know?

Students’ conversational English is fluent for their age. One student receives speech-therapy, but this does not affect her understanding of vocabulary or grammar. The students’ academic English is developing. They are encouraged to use proper academic terms that they have covered in their science, math, and reading lessons. Academic terms that students are responsible for using are showcased on a word-wall in the room for them to reference.

1.15 – Is there any ability grouping or tracking in the class? If so, please describe how it affects your class.

This is the higher level math class; the students receive second-grade level instruction.

1.16 – What additional needs might students have?

One student is ahead of other student’s in his ability to apply his mathematical learning to abstract situations; if it is appropriate to the lesson and timeframe, he can be given problems that require more abstract application of the lesson’s concept.

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.

North Beach Elementary uses the Saxon-Math curriculum and I am expected to follow it’s guidelines for all math lessons. In terms of formative assessment, the curriculum provides worksheets for students to complete and return the following day. Summative assessments are provided as well in the form of a written and oral end of the unit test.

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?

Students are likely to be distracted by wanting to play with certain math manipulatives (blocks, tiles, rods, etc.). In light of this, students will be allowed to have a couple minutes of play with the manipulatives before moving forward in the lesson. Also, the transition of the seven students into the classroom and the five students leaving the classroom creates a few minutes of “dead” time. To make this time productive and focus students on math, a problem of the day is shown on the doc-cam for students who are seated and ready to work on while others transition.

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.

Saxon Math. Harcourt Achieve, Inc. and Nancy Larson.

2. Lesson Plan Explanation – Why are you teaching this lesson?

2.1 – Upon what assessment data or previous lessons are you building?

-Students’ performance on the previous unit test and worksheets.

2.2 – What requisite skills do students need in order to access the lesson and participate fully?

-Students need to be able to manipulate tiles. -Students need to be able to count to at least twenty.

2.3 – How does the content build on what the students already know and are able to do?

-Students have been working on their counting using manipulatives and numbers grids since the

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beginning of the school year. -Students have measured objects using unifix cubes.

2.4 – How does this lesson fit in the curriculum?

-This lesson prepares students for upcoming lessons where they will be required to use a ruler to measure objects.

2.5 – How does this lesson build on previous lessons or previous learning?

-This lesson incorporates counting skills that the students have been developing throughout the year. -This lesson builds on the use of manipulatives to measure items that the students have previously explored.

2.6 – How will the learning in this lesson be further developed in subsequent lessons?

-Measuring will become more formal in subsequent lessons requiring students to use rulers, convey measurements with fractional parts, and be able to measure objects using the metric system as well as the standard American system.

3. Learning Targets – What are the objectives for the lesson?

3.1 – What is the title of your lesson?

Measuring with Colored-Tiles

3.2 – Summarize the content focus of the lesson. This summary might take the form of a “big idea” or “essential question.”

Students will use colored tiles to measure the lengths of various objects. The students will use their knowledge of the tiles being one-inch long to describe the approximate length of various objects in inches.

3.3 – Cite the EALRs/standards using the numbers and text. Usually limit the lesson to 1 – 2 EALRs.

2.3 Core Content: Measurement Students understand the process of measuring length and progress from measuring objects with items such as toothpicks or craft sticks to the more practical skill of measuring with standard units and tools such as rulers, tape measurers, or meter sticks. As students are well acquainted with two-digit numbers by this point, they tell time on different types of clocks.

3.4 – Cite the corresponding GLEs/performance expectations using the numbers and text.

2.3.A Identify objects that represent or approximate standard units and use them to measure length. 2.3.C Measure length to the nearest whole unit in both metric and U.S. customary units

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 GLEs/performance expectations and EALRs/standards.

-Students will identify colored tiles as being approximately one inch -Students will measure objects in the classroom using one inch colored tiles -Students will apply their knowledge of colored tiles being one inch to being able to say that an object is X inches long when it is X tiles long

3.6 – Rephrase your learning targets using student-friendly language.

-You will measure how long things are using colored tiles -You will know how many inches long something is because of the number of tiles long it is.

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 EALRs/Standards).

By lining up tiles to match common classroom objects, students will see how many tiles long said objects are. By learning that each tile is one inch, students will be able to see that however many tiles long

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something is, that is how many inches long it is as well. These demonstrations of knowledge will show that students understand that objects can be identified as being an approximate standard length.

3.8 – What do you as the teacher know about this particular concept/topic etc.?

I know that an easily understood use of unit models for measuring is to use units that can be easily repeated and used to fill an object’s entire length. In this case, the colored tiles serve this purpose. Also, when using the colored tiles to measure a ruler, the student is learning important truths about the ruler; namely, that it is the spaces on the ruler that are important, not necessarily the hash-marks and numbers.

3.9 – Where did you find this information? (List specific resources, using APA style.)

Van De Walle, John A., Karp, K., Bay Williams, Jennifer M. (2010). Elementary and Middle School Mathematics: Teaching Developmentally. Boston, MA: Pearson Education, Inc.

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 should know what the word measure means. -Students should know how to use the unit term: inch. -Students should know the terms horizontal and vertical.

3.11 – Academic Language – What key vocabulary (content-specific terms) do you need to teach?

-Measure -Inch -Width

3.12 – Academic Language Functions – What are students doing with language to express their developing understanding of the content you are teaching?

-Students are using the term inch to express the length of objects in a standard unit. -Students are using the term measure to explain what they are doing with the tiles. -Students are using the term width to demonstrate what part of their folder they will be measuring.

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 be able to state that something is ______inches long because it is _______ tiles long. Essentially, this is the same talk format that they have been using in science; a statement supported by evidence linked with the word because. Though students have been working with this form of expression, I will review it by modeling it during the lesson.

3.14 – Academic Language Fluency – What opportunities will you provide for students to practice the new language and develop fluency, both written and oral?

When students are working with their neighbors they will be encouraged to describe what they are doing using the proper academic terms. When students share their responses, they will be encouraged to use the talk format described in section 3.13. In terms of written expression, students will need both record and label their measurements.

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?

-Watch and Listen—as students work, I will move throughout the room watching and listening to them as they work. -Student responses to my questions/prompts -Students responses to my questions posed during the lesson’s readings.

4.2 – How will students demonstrate their understanding?

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-Some students will model for the class how to measure using colored tiles on the doc-cam. -All students will demonstrate their understanding in the guided practice portion of the lesson. -The worksheet that the students are to complete at home will show their understanding as well.

4.3 – Describe the ways in which you will use these assessments to inform your teaching decisions during the lesson.

-If I see/hear students struggling as I move around the room, I will offer assistance where I can. If several students are struggling in a certain area, the misunderstanding is probably due to my instruction and I will re-teach the concept. -If students’ responses to my questions/prompts are too rapid, students are not being pushed enough. I will offer problems that require higher level thinking skills if this happens. If students are confused and cannot answer my questions/prompts adequately, then re-teaching and further practice will be required. The same goes with the guided practice portion of the lesson, though I do not foresee getting to this if understanding is not achieved earlier on. -The homework will show me how much of the lesson was retained after it’s closure and what concepts should be reviewed and practiced further.

Summative Assessment (Product)

4.4 – In what ways will the evidence document student achievement?

n/a

4.5 – How might you modify your assessment(s) for the students with whom you are working?

n/a

4.6 – How will students be able to reflect upon and self-assess their learning?

n/a

4.7 – To what extent are your assessments aligned with your objectives?

n/a

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

activity Evaluative criteria

What the assessment is designed to assess

Feedback to students

-students’ comments

-students ability to verbalize the concept

-students’ understanding of measuring w/tiles

-if the student is not understanding, I will explain the concept

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-Lesson Worksheet 40-2

-right/wrong responses for the given questions

-students understanding of the lesson

again -if a student or students do not demonstrate understanding, reviewing or eve re-teaching the concept may be necessary

Description of summative assessment

activity Evaluative criteria

What the assessment is designed to assess

Feedback to students

-an end of unit assessment is given

-right/wrong answers over a variety of concepts

-knowledge of the material in the unit

-reviewing concepts that students’ are struggling with -slowing down the pace of instruction if student understanding is lacking

4.8 – Academic Language – Identify the linguistic demands in your assessments and how they might be modified. -Students need to have a knowledge of the terms measure, inch(es), horizontal, vertical, and width. Measure may be explained as seeing how long something is. Inches are a unit of length that people in the U.S. use. Horizontal is how you are when you are lying down. Vertical is how you are when you are standing straight up. Width is the way a book opens. 4.9 – Academic Language – How is the understanding of academic language being assessed? -Students are asked to label the unit of their measurement. Students are expected to label measurements in inches, if they do not, then they have fallen short of mastery.

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) X Station Teaching

One Teach, One Observe (observe) One Teach, One Drift (drift) Supplemental Teaching

Parallel Teaching Team Teaching Alternative Teaching

If not applicable, is this lesson during your solo time in the classroom? Yes No X

5.2 – What learning activities do you have planned for the students? (This describes what the students do.)

-Students will listen to and respond to the story, Inch by Inch by Leo Lionni. -Students will explore how to measure a pencil using colored tiles. -A student will model for the class how this is done. -Students will continue to explore measuring with tiles by using them to measure 3 or 4 other objects -A student will model their process for each of these -Students will participate in guided practice through Lesson Worksheet 40-2. -Students will receive support on the first two problems, then will be expected to complete the guided practice without teacher support -The class will go over Lesson Worksheet 40-2 to check for understanding -The class will gather at the carpet to discuss what was learned and whether or not the lesson’s objective was met.

5.3 – What instructional strategies will you use? (This describes what the teacher does.)

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-During the reading, I will ask questions that highlight what the Inchworm is doing (measuring) and how he is doing it (moving across objects inch by inch). -I will present the colored tiles on the doc-cam and explicitly tell students that the tiles are about one inch long. -I will allow students to model how they might use the tiles to measure the objects on the doc-cam -As this happens, I will highlight appropriate technique as the students show how they measure (lining up tiles in a straight line, making sure the tiles are touching). -I will walk the students through the first two problems on Lesson Worksheet 40-2, counting each tile as I place it and modeling labeling my answer as inches and not tiles. -I will review the entire Lesson Worksheet 40-2 when students have all finished clearing up lingering misconceptions. -I will facilitate the reflective discussion that the students have on the carpet regarding what they have learned and whether or not it was on target with the lesson’s objectives.

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)?

-Students will potentially understand the lesson’s learning target during the reading. They have been working with inferring things from text and they may realize that since the story is about measuring, we will probably be learning to measure things. If not gleaned through the story’s context, I will explicitly state the learning target when they return to their seats. Also, the students know that the day’s learning targets for reading and math are always written on the board next to the schedule at the very beginning of the day for their own reference. -Students will have the opportunity to discuss their work with those around them. By discussing and comparing ideas, students are given the chance to monitor their own progress in the lesson. There are also multiple stages in the lesson where the teacher is reviewing the work that was just done to check for student understanding; these opportunities will also allow students to check their own progress and understanding. -Throughout the lesson, the students will be reminded that if they need support, they can always ask the teacher or those around them for help and/or clarification.

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. This lesson follows the sequence: Engagement—Objective & Purpose—Model—Explore—Check for Understanding—Explore—Check for Understanding—Guided Practice—Independent Practice--Reflect For example, an ITIP lesson sequence would include the following sequence: Objective & Purpose Anticipatory Set Input/Activity Modeling Check for Understanding Guided Practice Independent Practice

For 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?

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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.

Time Learning experiences Purpose 10 minutes

-After the math meeting students will gather on the carpet -I will read aloud the story, Inch by Inch by Leo Lionni -As I read, I will pause to ask questions about

the story such as…. -What is the inchworm doing? -How does the inchworm know how

many inches long these things are? -After the story, I will ask for students to discuss what happened in the story -Why do you think we read this story? -Think about what the story was about,

what do you think it has to do with what we will be doing today in math?

-Students should be able to infer the learning target from the reading

-Reading the story is intended to get students thinking moving toward measurement. Also, the story shows how measuring things can be a practical ability in life. In addition to math, this models the reading comprehension strategy of asking questions as one reads.

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15 minutes

__________________________________________ -Students will return to their seats -I will explain to the students the days objective, “Today you will learn how to measure objects using colored tiles.” -I will show the students the color tiles on the doc-cam. -I will explain that each tile is about one-

inch long. -I will place an unsharpened pencil on the doc-cam for the class to see. -I will ask the class, “If I wanted to know how many tiles long this pencil is, how could I find out?” “Would anyone like to come up here and show us?” (Bloom’s Level 5—Creating) -A student will come demonstrate for the class how to use the tiles to measure the pencil on the doc-cam. -I will point out how the student lines up

the tiles in a straight line and how each tile touches the next w/out space b/w them

-Again, I will explain that the tiles are one-inch long. Knowing this, I will ask the class about how long the pencil is in inches. -If the pencil is ____tiles longs, how many

inches does that make it? (Bloom’s Level 3—Applying)

-At this point, I will display an object that I know is not an even amount of tiles. I will ask for a volunteer to come show the class how to measure it using the tiles. When it is discovered that the object is not an even amount of tiles, I will engage the class in a discussion of how they want to handle this event when it comes up during this lesson. -students have some fractional

knowledge, they may want to pursue using fractions as a way to handle this

-students may also choose to round up or down

-in either case, the class should come to a

-If the students didn’t infer the learning target from the reading, they will get it explicitly at this point. -As students are new to measuring with standard units, I decided not to spend any time facilitating a discussion about what we should call the length of the tile; instead, I chose to directly tell them. -Seeing a fellow student solve the problem and explain their reasoning has the ability to engage students more powerfully than just watching the teacher do everything. Also, it allows the students to take more ownership of the classroom and their actions within it. -Students will encounter objects that are not even amounts of tiles in this lesson. Rather than address each one as it comes up, I thought it more appropriate to address it once and come to a consensus of how to record it when it does. Allowing the class to decide how to handle it also allows student voice into the instruction and lets student have ownership and control of their work.

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20 minutes

consensus as to how to proceed -I will repeat the same process (save for the conversation of dealing w/items that are not even amounts of tiles) that was done with the pencil for an eraser, a deck of cards, and a Sharpie. (HAVE COLORED TILES, LESSON WORKSHEET 40-2, AND RULERS PASSED OUT DURING THE FINAL EXAMPLE) -If time permits, have the students work with shoulder partners to measure their own pencils. -move around room during this time to

watch and listen for understanding -invite a few students to share; if all

students are eager to share, have them tell another pair

-Before the guided practice begins, allow students 2 minutes or so to simply play with the tiles. ___________________________________________ -Once each student has their materials, we will walk through the first two problems on Lesson Worksheet 40-2 as a class. -Starting with problem #1, the class will move at the same pace through the first two problems on the worksheet. -Students may confer with other students

around them when working -Each problem will be discussed after its

completion; this will include a check for understanding by me (I will ask the students to give a thumbs up if the answer given is what they came up with)

-If students do not give me a thumbs up, I will know to walk through the problem again

-After each problem is completed, employ questioning strategies to draw out students’ level of understanding and develop it further -Did anyone find a different length for this

-Repeated student modeling of measurement with different objects will help students who do still not understand the concept. -This provides an opportunity before the guided practice for each student to talk a partner through what they are doing with the tiles. -The temptation to build towers and create designs with the tiles is a big one; rather than fight it over the rest of the lesson, the students can get it out of their system at this point. -Students have just received the manipulatives and may still need scaffolded instruction at this point. -Expressing the process to another student/hearing about it from another student is beneficial for many learners. -If students aren’t getting it, I want to know so I can re-teach.

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10 minutes

object? -How can you explain how you came up

with that length? Would you show us on the doc-cam?

-Will someone please explain ______’s reasoning?

-The “book” I have selected for students to measure in problem #1 will be their Math Folder. I will walk the students through this problem step-by-step on the doc-cam, counting aloud each tile as it is placed.

-The piece of paper that the students need to measure is Lesson Worksheet 40-2. Students should solve this without my modeling, but I will review it as soon as students complete it.

-Problems 3-5 will be solved without any input on my part. Students can discuss the problem with others around them as they work.

-When problems 3-5 have been completed, I will review each one with the class and encourage students to explain the process they used to measure each item.

-For each problem, employ questioning strategies to draw out and highlight student reasoning -Will someone explain how they solved problem ___? -Can anyone explain to me how ____solved this problem? -Did anyone solve it a different way or find a different answer? Will you explain how you did that?

-When the class is finished working, students will gather on the carpet to reflect on what they have learned. -I will ask students to re-state the learning objective for the day and give an example of how they met it -I will ask students how they were like the Inchworm

-Every student has this “book” at their immediate disposal. The classroom doesn’t have 27 copies of another text. -Students have been scaffolded through the first two problems; at this point, I want them to demonstrate that they can solve the final three problems at their own pace without my input. I will still review when everyone is finished because I do not want misconceptions to be left alone. -Discussing one’s learning after the fact helps to cement that learning in their mind. -This will tell me how focused students remained on the learning target throughout the lesson. Also, their examples will indicate whether or not they achieved the learning target. -Referring students back to the book

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in the story that we read today. -I will extend the lesson to students’ homes/families by initiating a conversation about rulers and giving students an activity to work on at home

-If we measure other objects in the future, do you think we should use the colored tiles or a ruler? Why? (Bloom’s Level Two—Understanding) -Does anyone disagree with _____? How come? -Who knows if they have a ruler at home or at after-school care?? -When you go home or to after-school care today, show a grown-up how they can measure objects using a ruler. See if you can explain today’s objective to them as you do this.(Bloom’s Level Three—Applying)

-If students do not have a ruler, check one out to them from the class supply -During the following day’s Math Meeting, invite students to share how their conversations went and some of the objects that they measured

is a way to bring the lesson full-circle; to connect what students have done with what happened in the story. -I want students’ families to be involved and aware of what their children are learning at school. Also, this gives each student the opportunity to play the role of the “expert” and explain something they have learned and know how to do to someone else. It will also help to root the learning target for the day in students’ minds.

5.6 – Closure – How will the key points of the lesson be articulated?

The reflective stage of the lesson will highlight the learning target and offer examples of how it was met.

5.7 – Closure – What questions or prompts will you use to elicit student articulation of their progress towards the attaining the learning target(s)?

I will ask students to state the learning target in their own words during the reflection stage. I will prompt students to give examples of how they met the learning target. I will ask students to rate their progress toward the learning progress on a scale of 1-10 using their fingers to show me.

5.8 – Closure – How will students rethink and revise their understanding and work?

5.9 – Materials – What materials, including community resources and educational technology, will you need in order to teach this lesson?

-One copy of Inch by Inch by Lio Lionni -Document Camera -One bag of 20 colored tiles -Objects to measure: eraser, pencil, Sharpie, and a deck of cards

5.10 – Materials – What materials will students need for this lesson?

-One bag of 20 colored tiles per student -One ruler per student -One Math Folder per student

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-One copy of Lesson Worksheet 40-2 per student

5.11 – Grouping of students for learning – How will student learning groups be formed?

-Students will be seated in their table groups -Students can discuss their work with other students around them (across from, next to)

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?

-Allowing students to play with the tiles when they first receive them will hopefully alleviate the temptation to do so later when they will be expected to be using them as measurement tools.

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 plan

-Grown-ups are encouraged to help their student with the take-home assignment. There is a spot for a grown-up corrected score and signature on every piece of homework.

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 EALR/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,

SPU School of Education Lesson Plan Template Page 14

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?

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