UCLA Center X TEP ELEMENTARY UNIT/ LESSON PLANNING COMMENTARY Your Name: Jenna Fishoff Date: 1/16/2014 Unit/Lesson

Title: Unit 9 Lesson 3 Subtracting two-digit numbers Grade Level and Content Area: Second Grade Math Number of Students 23 Total Amount of Time: 1 hour

1. Learning Goals/Standards: What concepts, essential questions or key skills will be your focus? What do you want your students to know at the end of this unit/lesson? I want my students to be able to successfully subtract a one-digit number from a two-digit number without manipulatives, using only paper and pencil. 2. Rationale: Why is this content important for your students to learn and how does it promote social justice? It is important for students to learn because basic subtraction is essential for many tasks students will encounter in their future, such as balancing a checkbook, for example. 3. Identifying and supporting language needs: What are the language demands of the unit/lesson? How do you plan to support students in meeting their English language development needs (including academic language)? The language demands are very basic. I will put lesson-specific vocabulary on the board to explicitly review with students before the lesson. Students who need further instruction, I will have them write the words in their math journals and write out the definitions and have them draw pictures to further their understanding. 4. Accessing prior knowledge and building upon students backgrounds, interests and needs: How do your choices of instructional strategies, materials and sequence of learning tasks connect with your students backgrounds, interests, and needs? In order to bring the lesson to my students, I will need to pique their by choosing areas in sample math problems where I can include a theme or connect to a hobby that they like so that what theyre learning becomes relevant and meaningful their lives outside of school. 5. Accommodations: What accommodations or support will you use for all students (including English Language Learners and students with special educational needs, i.e. GATE students and students with IEPs)? Explain how these features of your learning and assessment tasks will provide all students access to the curriculum and allow them to demonstrate their learning. After guided instruction, I will have the class work on independent practice worksheet while I walk around and check for understanding and will ask questions to focus, assess, and advance student thinking. Students that are lower level, I will guide them to write the problem in a subtraction frame or show them how to solve the problem using manipulatives on a place-value mat. Students who are advanced and complete their work early will be allowed to help their peers who are struggling because as they reteach the lesson, they validate their understanding of the problem. 6. Theory: Which theories support your unit/lesson plan? (explain the connections) Think-pair-share cooperative discussion strategy that provides students time and structure for thinking and it enables them to formulate individual ideas and share them with a classmate and even the entire class. This can
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fall under sociocultural theory because learning is collaborative, teacher and students are both involved in the learning process. Students participation in social interactions promotes learning and deeper understanding of the concept being taught. 7. Reflection: (answer the following questions after the teaching of this unit/lesson) What do you feel was successful in your lesson and why? If you could go back and teach this learning segment again to the same group of students, what would you do differently in relation to planning, instruction, and assessment? How could the changes improve the learning of students with different needs and characteristics? I thought the lesson actually went very well. I had been trying to teach this concept to my students using manipulatives for a couple days, so at first, I was unsure how it would go with them only being able to use a pencil and paper. But, the students actually grasped it. I thought that allowing my students to come up with example problems made the material not only relevant to their lives, making the numbers more meaningful and not some abstract number they dont understand, but also gave them ownership of the problem. In the beginning of the lesson, I posed a scenario that made the students really excited because I had them standing up and it included them, but I should have told them that it was a fake scenario, because I think I disappointed a few of them when they realized it wasnt real. I also learned to never turn my back on the entire class when I am working individually with a student or group of students. This was a really good pointer that I will always keep in mind from now on.

**COMMENTARY IS REQUIRED FOR ALL UCLA ELEMENTARY FORMAL OBSERVATIONS **

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