Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Heidi Mingle Subject/ Topic/ Theme Number Hotel Day 2 Grade_1st Grade_________

I. Objectives How does t is lesson connect to t e unit !lan"

Helps students to understand patterns and number relations on a number line and chart

Learners will be able to#

'ompare and contrast the Number Hotel and the )"** 'hart %ssemble help,ul strategies that -ould allo- them to play and -in the game .ropose reasons ,or -hy the )"** chart is a use,ul tool in math 'ompile -hat they learned about the relations bet-een numbers and the )"** chart and construct a statement based upon their /no-ledge 0Statement to be -ritten in their math journals1

cogniti!e" # $ %p %n & '(

physical de!elopment

socio" emotional

+ + + + +

Common Core standards $or %LCEs if not available in Common Core& addressed# 'CC(.)*+.( 'ount to 12)2 starting at any number less than 12) 3n this range2 read and -rite numerals and represent a number o, objects -ith a -ritten numeral 'CC(.',.- 4rgani5e2 represent2 and interpret data -ith up to three categories6 as/ and ans-er 7uestions about the total number o, data points2 ho- many in each category2 and ho- many more or less are in one category than in another
0Note# 8rite as many as needed 3ndicate ta9onomy le!els and connections to applicable national or state standards 3, an objecti!e applies to particular learners -rite the name0s1 o, the learner0s1 to -hom it applies 1 (remember2 understand2 apply2 analy5e2 e!aluate2 create

II. *efore .ou start Identif. !rere/uisite 0nowledge and s0ills.

:no-ledge o, patterns in the )"** chart 'ounting by 1s ;s and 1)s $nderstanding ho- to ,ollodirectional arro-s
Pre-assessment (for learning):

Discussion and redirection be,ore lesson

Formative (for learning):

Outline assessment activities 0applicable to this lesson1

Discussion and 7uestions be,ore and a,ter the acti!ity

Formative (as learning):

Students play game -ith each other Monitor their o-n and their partner<s progress as they contribute to the acti!ities Summative (of learning1= >ournal -ritten by the students on -hat they learned #ubric
Provide 'ulti!le 'eans of 5e!resentation .ro!ide options ,or perception" making information perceptible Written instruction on board Document Camera Provide 'ulti!le 'eans of Action and E4!ression .ro!ide options ,or physical action" increase options for interaction Students pick their spot on the floor in the classroom to do the activit (in their pairs) .ro!ide options ,or e9pression and communication" increase medium of e%pression Provide 'ulti!le 'eans of Engagement .ro!ide options ,or recruiting interest" choice! relevance! value! authenticit ! minimi"e threats Students #ork in pairs so that the do not get distracted from the rest of the class .ro!ide options ,or sustaining e,,ort and persistence" optimi"e challenge! collaboration! master oriented feedback (ame made to be a competition bet#een the t#o partners to see #ho #ill #in'

1 at barriers mig t t is lesson !resent" 1 at will it ta0e 2 neurodevelo!mentall.3 e4!erientiall.3 emotionall.3 etc.3 for .our students to do t is lesson"

.ro!ide options ,or language2 mathematical e9pressions2 and symbols" clarif $ connect language

S mbols on cards sho# students ho# to move on their game board

Students e%press ho# the believe the did #ith the activit and #hat the learned from it in &ournal form'

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.ro!ide options ,or comprehension" activate! appl $ highlight )einforcement of the *-++ chart'

.ro!ide options ,or e9ecuti!e ,unctions" coordinate short $ long term goals! monitor progress! and modif strategies Short term goal is to get to one end of the game board ,ong term goal is to understand the game board and *-++ chart better'

.ro!ide options ,or sel,"regulation" e%pectations! personal skills and strategies! self-assessment $ reflection Students hold each other accountable #ith pla ing the game correctl and fairl '

'aterials6w at materials $boo0s3 andouts3 etc& do .ou need for t is lesson and are t e. read. to use"

Number Hotel game board %rro- cards 'ounters to use on the game board Mo!es #ecording Sheet Dice 04ne die per group1 Math >ournal 0Students should already ha!e one in their des/ 1 $se document camera to sho- acti!ity directions Students -or/ in pairs ,or the acti!ity in multiple areas o, the classroom Hold class discussion in the ,ront o, the classroom

How will .our classroom be set u! for t is lesson" III. + e Plan +ime Com!onents 'otivation 0opening/ introduction/ engagement1

,escribe teacher activities A), student activities for eac com!onent of t e lesson. Include im!ortant ig er order t in0ing /uestions and7or !rom!ts. Gather students together and go o!er -hat -as done the pre!ious day Sho- an e9ample o, ho- to play ,et -e .ut and use the recording sheet .air the students up and ha!e them play the game -hile recording their mo!es and predictions Students sit and -atch the teacher model ho- to use the mo!es recording sheet

(8

.air up and play the game

9: ,evelo!ment 0the largest component or main body o, the lesson1

&ach player places a counter on the numeral ;; $sing the stac/ o, arro- cards2 players -ill ta/e one card o,, the top at a time The students -ill then roll the die The number that they rolled is the amount o, times the player mo!es in the arro-ed direction .layers may mo!e up2 do-n2 le,t or right The players must then record the number and direction that they tra!eled 4nce the players ha!e mo!ed their number o, spaces and recorded their mo!es they may turn o!er another arro- card %,ter both players ha!e had 2 turns ta/ing the top ,i!e arro- cards2 they identi,y -hich arro-s they still need to get out o, the hotel

&ach player places a counter on the numeral ;) .layer 1 ta/es the top ,i!e arro- cards ,rom the pile and records the mo!es they made .layers /eep trac/ o, their mo!es on the tas/ sheet by recording -here they mo!ed to a,ter each card and the mo!e they had to ma/e to get there %,ter both players ha!e had 2 turns ta/ing the top ,i!e arro- cards2 they identi,y -hich arro-s they still need to get out o, the hotel

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Gather the students together ,or a class discussion about -hat -as learned ,rom the /umber 0otel (8 Closure 0conclusion2 culmination2 -rap"up1 Ho- is the Number Hotel di,,erent ,rom the )"** chart@ Ho- is the Number Hotel the same as the )"** chart@ 8hat ne- patterns did you ,ind in the Number Hotel@ .articipate in the class discussion and try to ans-er the 7uestions

8rite re,lections in math journals Ha!e the students re,lect on any connections they ha!e made bet-een the )"** chart and the Number Hotel Students -rite their re,lections in their math journals ;our reflection about t e lesson3 including evidence$s& of student learning and engagement3 as well as ideas for im!rovement for ne4t time. 08rite this a,ter teaching the lesson2 i, you had a chance to teach it 3, you did not teach this lesson2 ,ocus on the process o, preparing the lesson 1 <ince t is lesson was being re!eated3 I believed t at t e students would do well on it as t e. ad done t e first da.. As I began to wor0 t roug t e activit. wit t e students I got t e feeling t at t e. ad understood it ade/uatel.. + e students were engaging as I as0ed t em man. /uestions on w at to do and w at t e numbers were. + eir focus was e4cellent and t eir !artici!ation 0e!t t e lesson moving. I 0new going into t e lesson t at t is s!ecific set of students were going to ave some difficult. remembering ow and w en to fill in t e recording s eet. As I wal0ed around t e room3 I ad man. students coming u! to me telling me t at t e. ad won and are finis ed wit t e game. I would go over to t eir !a!ers to c ec0 to see t e moves t at t e. ad gotten. However3 t e recording s eet was almost never filled out. + e recording s eet was eit er em!t. or filled out incorrectl.. Alt oug some students ad obvious difficult.3 some e4celled at t e activit. and got to com!lete t e game multi!le times. If I were to do it again t ere are a few t ings t at I would c ange. I would !robabl. twea0 t e !rocess of going u! and down. + e u! and down arrows were meant to s.mboli=e adding (: or subtracting (:. + is t eor. did not come across to t e students. + e students did not full. gras! t e understanding of t e number significance and movement around t e board. I would also want to alter t e number otel game board and some of t e directions. + e. were able to com!lete t e activit. wit t eir !artners. However3 since t e. did not understand it I would alter some of t e lesson to en ance t e com!re ension.

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