Lesson Plan Solo Observation #1 (Math 8:00 9:50)

Teacher: Ms. Kelsey Soriano

Date: Tuesday October 28, 2014

Class: Mrs. Kathleen McKeon

Level: Wailuku Elementary School 5th Grade

Purpose: The purpose of this lesson is to introduce the foundational skill of division for our
students through a range of complex well posed problems. Students will be able to solve division
problems by using mental math, through estimating (rounding), and by using model drawings
and manipulatives. Students will also learn to validate their answers through inverse operations;
therefore, students will integrate their recently acquired multiplication skills to check their
solutions.
Objectives: At the end of these lessons, I expect students to have a strong foundational base in
terms of division, its process, and its problem solving strategies. In order to build this foundation
and prepare students for college and career readiness, students must first understand the problem,
use critical thinking to devise a plan to solve the problem, then lastly, understand the steps
required to conclude a quotient.
Common Core Standards:
5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method and explain the
reasoning used.
5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve
word problems involving division of whole numbers leading to answers in the form of fractions
or mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals
3 and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4.
If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice
should each person get? Between what two whole numbers does your answer lie?
GLOs:
Self-Directed Learner: The ability to be responsible for ones own learning.
Complex Thinker: The ability to demonstrate problem solving and critical thinking.
Effective Communicator: The ability to communicate effectively.
Quality Producer: The ability to recognize and produce quality performance & quality products.
Hawaii Content and State Standards:
MA.5.2.1 Apply the inverse relationship between addition and subtraction and multiplication and
division to solve the problem.

Assessments:
Daily Homework Percentage: Each day students will be assigned homework from either of the
following: textbook, practice workbook (PW), reteach workbook (RW), or their green packet.
Students will be graded according to the percentage of correct answers to total answers. Below is
our grading scale in which we will use when considering level of understanding for each student.
Exit Passes: Each day everyone must complete an exit pass prior to leaving our classroom for
recess. Students will write down the problem, show their work, and provide their final answers in
the back of their math composition tablets. Students will be assessed individually until they come
to the correct conclusion if needed, students will work with me for extra assistance at the board.
Do Now: Once students come to class, the first five to ten minutes will be set aside for our do
now problems. These problems will recall skills that were covered the day before as a formative
assessment. Students will be chosen at random to complete the problems on our white board.
Chapter End Test: The chapter end test will take place on the last day of the lesson. Through this
test, we will be able to summarize students understanding on the chapter. If 80% (15/18) of the
students receive a passing score (75% and above) I will move on to the next chapter. If 80% of
the class does not receive passing scores, I will reteach the needed parts of the lesson to achieve
better understanding. Although, I am confident that through extensive lessons, practice, and
assessments 80% of our students will achieve a passing score on our Chapter 9 Test.
Grading Scale: 100% - 75% Passing; 74% - 0% Not Passing
100% - 90% Meets with Excellence
89% - 75% Meets with Proficiency
74% - 60% Developing Proficiency
59% - 0% Well Below
Materials/Set-Up: Textbook, Reteach Workbook (RW), Practice Book (PB), Green packet
which is a compilation of a range of complex division question, white boards, dry erase marker,
pencil, math composition tablet, high lighter, red pen, dual color marker manipulatives.
Procedures:
a. Introduction:
Check Homework: Students will take out homework from the previous night to
correct and score.
Continuation: Today we will continue introducing students to division using the
break apart concept. According to students scores, they have successfully
accomplished dividing two-digit dividends by one-digit divisor.
b. Developmental:
Lesson: Todays lesson of the day will be continuing to divide using the break apart
concept; although, we will be dividing three-digit dividends by a one-digit divisor.
The break apart process will once again, allow students to work with each individual
number of the three-digit dividend. Students must show their multiplication patter and
the inverse operation (multiplication) to self-check their quotient.
White Boards: There will be five questions provided to check for students
understanding. Once a student correctly completes all five questions they will be
allowed to start on their homework and move to the back of the classroom; therefore,
I am able to identify those students who are struggling with this new concept.

Independent Work: Students will be provided 15 minutes to work independently on

their homework (9:45). During this time I will be able to assist those working on their
homework and have small group sessions with students who are still struggling.

c. Concluding: I expect to be finish teaching this lesson at least 10 minutes before the end of
class. Therefore, students who need their planners to be checked by me have the opportunity to
do so and other students are able to start and possibly finish one or more of the assignments
assigned for homework.
Adaptations and Extensions: For those students who are struggling mastering the concept, I
will work with individually or in small groups. I will use that time together to reteach specific
components in which these students are showing difficulties. Scaffolding using problems with
decreased difficulty may also be used with these students. Nonetheless, for students who have
mastered these concepts they may also receive more complex problem solving questions.
Student J: This student is currently struggling through depression and home issues which has
been severely affecting is schoolwork and in class presence. During the lesson I expect student J
to follow along with the rest of our class; although, I will allow student J extended deadlines to
turn in his completed work without consequences.
Management Considerations: Although our students have no history of behavioral issues, they
do have a history of forgetting to finish their homework or forgetting their homework at home or
in their homeroom (students that are from a different class; 4 students). If a student does not
finish their homework from the night before, that student will now become what we call a
planner person. Therefore, for one week, their name will go up on our board, they will be
required to have a daily parent signature in their planners, and the student will stay in during
recess and work on homework. After a week, if the student does not have any other incomplete
assignments their name will be cleared off the board and they will no longer be considered a
planner person. For those students who tend to forget their assignments either at home or in
their homeroom, they will receive a check mark each time they need to leave class/phone home.
At the end of each quarter, we have a Positive Wildcat Activity, throughout the quarter students
behavior and incomplete homework assignments are monitored through a checkmark system. If
at the end of the quarter, a student has more than twelve checkmarks, the student will not be
allowed on the activity with the rest of their class.
Reflections: This lesson went very well, all students were engaged for the entire period. There
were two students who finished their homework 10 minutes prior to dismissal. These students
were asked to independently review fractions using IXL on our classroom computers. Small
groups were very effective for three students who are struggling grasping the concept of
fractions.
[From p.73 of the 2014-2015 Student Teaching Forms for CT, US, ST]

Lesson Plan Solo Observation #1 (ELA 10:15 11:50)

Teacher: Ms. Kelsey Soriano

Date: Tuesday October 28, 2014

Class: Mrs. Kathleen McKeon

Level: Wailuku Elementary School 5th Grade

Purpose: Language arts is a very crucial subject, as it is composed of two essential skills,
reading and writing. To build a strong foundation for college and career readiness, students
must first learn the necessary tools and concepts. This chapter particularly will focus on skills
and strategies vital for students to each develop expertise in this subject.
Objectives: Although, becoming proficient at reading and writing is a challenging process, by
the end of this chapter students will be capable of reading an approved piece of literature and
determining the problem and solution within the text. Students will then also be able to transfer
that knowledge into their writing. The objective of this chapter will get students to continue
building upon their reading and writing skills, while constantly developing their foundation as
well.
Common Core Standards: [What are the Common Core Standards to be addressed?]
LA.5.1.1 Use new grade-appropriate vocabulary learned through reading print and online
resources and word study, including meanings of roots, affixes, word origins
LA.5.2.1 Use organizational patterns (e.g., compare and contrast, proposition and support) to
access information
LA.5.4.1 Write in a variety of grade-appropriate formats for a variety of purposes and
audiences
LA.5.5.2 Use significant details and relevant information to develop meaning
GLOs:
Self-Directed Learner: The ability to be responsible for ones own learning.
Complex Thinker: The ability to demonstrate critical thinking and problem solving.
Effective Communicator: The ability to communicate effectively.
Community Contributor: The understanding that it is essential for human beings to work
together.
Effective and Ethical User of Technology: The ability to use a variety of technologies
effectively and ethically.
Hawaii Content and State Standards:
SL.5.1c Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others
SL.5.2 Summarize a written text read aloud or information presented in diverse media and
formats; including visually, quantitatively, and orally
RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas,
or concepts in a historical, scientific, or technical text based on specific information in the text
RI.5.1 Quote accurately from a text when explaining what the texts says explicitly and when
drawing inferences from the text
Assessments: Most assessments will be recorded using a pass or fail system (complete or
incomplete). Nonetheless, quizzes and tests shall be based off of the number of correct
problems divided by the number of total problems. The percentage is what we will determine a
passing or not passing grade. The grading scale below is shown to display the different levels
of understanding.

Spelling/Grammar/Vocabulary Packet: Students will be assessed on a pass or fail system for

this total packet. Although students will not receive an actual grade, completion of this packet
is still required and will be checked on a daily basis.
Graphic Organizer(s): Students will be assessed on a pass or fail system for graphic
organizers. Although students will not receive an actual grade, completion of the graphic
organizer is required due to the vital role it plays in the writing process.
Writing Assignments: Writing assignments are due at the end of the lesson and will be graded
on the rubric attached below.
Practice Book Assignments: Assignments here will be checked daily but will also be assessed
regarding a pass or fail system; nonetheless, assignments will still be required.
Spelling Test: Number of correct over the number total (20 words) passing will depend upon
the percentage that the student receives.
Grammar Test: Number of correct over the number total passing will depend upon the
percentage that the student receives.
Chapter Test: The chapter test is a combined test regarding the vocabulary words for the
lesson and comprehension components of the approved piece of literature. Passing will be
based off of the percentage of number correct over total number of questions.
Grading Scale: 100% - 75% Passing; 74% - 0% Not Passing
100% - 90% Meets with Excellence
89% - 75% Meets with Proficiency
74% - 60% Developing Proficiency
59% - 0% Well Below
(Writing Rubric)
Restate the Question:
Use parts of the
question in the
answer
Content: Explain
their answer
Text Evidence:
Supporting details
from the text
Spelling/Grammar:
No spelling or
grammatical errors

Materials/Set-Up: Students will be required to have their three Wonders materials: Practice
Book, Readers Writers Workshop (RWW), and their Literature Anthology (LA) textbooks.
The spelling, grammar, and vocabulary worksheets will be pulled from Wonders Tier 2 online
resources and put together in a packet for each student. Students will also need their language
arts tablet, folder, a pencil, a red pen, and a dry erase pen.
Procedures:
a. Introduction: To begin this lesson, we will start by reviewing our vocabulary definitions,
which was assigned as homework on Monday 10/27. Students will be asked to follow along
with the vocabulary routine in their RWW define, ask, example. Once we have learned these

new definitions, students will be assigned to complete the blue questions under each
vocabulary word in their RWW. Students will also be assigned four word maps for the first
four vocabulary words. Each word map requires students to list three synonyms, three
antonyms, provide an example sentence of using the word, and a small drawing of that
example sentence. Students will be provided time (10-15 minutes) at the end of class to work
on homework, at this time we will move on to the core of todays lesson, which will be
grammar.
b. Developmental: Students will be asked to open their grammar packets to page 1 for
correction, this was taught and assigned as homework on Monday 10/27. Those students who
did not complete their homework will be asked to stand (consequences listed below in the
management section). The core of todays lesson will be based off of pages 2 and 3 in their
packets. Page 2 will break down common and proper nouns, how they are written correctly and
finding these types of nouns within a sentence. There will be a few problems where students
will be asked to write an example sentence including both common nouns and proper nouns.
On Page 3 we will then learn what a concrete noun and an abstract noun is. For both pages, we
will do the first three problems together as a class, and the rest of the problems will be
assigned as homework.
c. Concluding: I expect to be finish teaching this lesson at least 10 15 minutes before the
end of class. Therefore, students who need their planners to be checked by me have the
opportunity to do so and other students are able to start and possibly finish one or more of the
assignments assigned for homework.
Adaptations and Extensions: For those students who are struggling mastering the concept, I
will work with individually or in small groups. I will use that time together to reteach specific
components in which these students are showing difficulties.
Student J: This student is currently struggling through depression and home issues which has
been severely affecting is schoolwork and in class presence. During the lesson I expect student
J to follow along with the rest of our class; although, I will allow student J extended deadlines
to turn in his completed work without consequences.
Management Considerations: Although our students have no history of behavioral issues,
they do have a history of forgetting to finish their homework or forgetting their homework at
home or in their homeroom (students that are from a different class; 4 students). If a student
does not finish their homework from the night before, that student will now become what we
call a planner person. Therefore, for one week, their name will go up on our board, they will
be required to have a daily parent signature in their planners, and the student will stay in during
recess and work on homework. After a week, if the student does not have any other incomplete
assignments their name will be cleared off the board and they will no longer be considered a
planner person. For those students who tend to forget their assignments either at home or in
their homeroom, they will receive a check mark each time they need to leave class/phone
home. At the end of each quarter, we have a Positive Wildcat Activity, throughout the quarter
students behavior and incomplete homework assignments are monitored through a checkmark
system. If at the end of the quarter, a student has more than twelve checkmarks, the student
will not be allowed on the activity with the rest of their class.

Reflection: This lesson went very well, I especially liked the idea of focusing on grammar as the
core of todays lesson. Students are now focusing on nouns, although, it may have been
introduced in 4th grade, the review and reintroducing of the concept was greatly beneficial for all
students.
[From p.73 of the 2014-2015 Student Teaching Forms for CT, US, ST]

Lesson Plan Solo Observation #1 (RTI 12:30 1:15)

Comprehension Skill
Teacher: Ms. Kelsey Soriano

Date: Tuesday October 28, 2014

Class: Mrs. Kathleen McKeon

Level: Wailuku Elementary School 5th Grade

Purpose: In order for students to become proficient in reading and writing, they must first
master the skill of comprehension both reading and listening comprehension. During this
response to intervention (reading) period students placed in our classroom will particularly
spend the forty-five minute block concentrating on developing and articulating precise
comprehension skills.
Objectives: The focus point for these next two weeks will coincide with the comprehension
skills being taught during language arts problem and solution. At the end of these lessons
students will be able to read an approved piece of literature, find context clues within the given
text, and use text evidence to support their answers to questions deprived from the text.
Common Core Standards:
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from a text.
5.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 45 text complexity band independently and proficiently.
5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
GLOs:
Self-Directed Learner: The ability to be responsible for ones own learning.
Complex Thinker: The ability to demonstrate critical thinking and problem solving.
Effective Communicator: The ability to communicate effectively.
Hawaii Content and State Standards:
LA.5.2.1 Use organizational patterns (e.g., compare and contrast, proposition and support) to
access information.
LA.5.2.2 Make inferences and draw conclusions about grade-appropriate texts
LA.5.2.3 Distinguish between explicit and implied information
Assessments: Although there is no homework for this period, there is a diagnostic placement
testing that will measure students growth once every quarter. The test is consistent throughout

the three comprehension classes. It is a short on level article that students will independently
read then, answer a total of eight questions that pertain to the article. Students scores will be
recorded and sent to our project teachers. They will then make the decision if a student should
stay at the current reading skill or move onto a new skill (vocabulary, fluency, phonics,
comprehension).
Materials/Set-Up: Students will be provided the needed packets for our daily work, which are
copies of our tier 2 Wonders Comprehension worksheets. Students will also be asked to bring
a pencil to class daily, and their Reader Writers Workshop (RWW) textbook.
Procedures:
a. Introduction: The first seven minutes of class will be set aside for our do now which is
what we call our Purple Packet. This purple packet is made up of short stories and reading
comprehension questions copied from our Wonders Comprehension Resource. Students will
independently read and answer the questions in complete sentences. Once the timer rings,
students will read the questions and their answers.
b. Developmental: This entire week we will be focusing on our main language arts
comprehension skill, which is problem and solution. We will review the terms we learned on
Monday 10/27 and continue discussion regarding problems and solutions we face on an
everyday basis. We will then continue to our green packet which is stories pulled from
Wonders Comprehension that are specifically designed for problem and solution questions.
We will echo read as a class, where I will read first and the students will echo back the same
sentence. Once we are finished with the short passage, I will read the questions aloud, and
have students work with the partners to answer those questions in complete sentences. Once
finished, I will have the students work with their tables and sketch a drawing of the short
passage. Student will be asked to sketch the problem, the solutions that failed, or the solution
that was successful. Tables will then share their drawing using the elmo and give a short
explanation for their drawings.
c. Concluding: For the last five minutes of class, I will have students stack and return their
packets, and continue reading our chapter book, From the Hidden Files of Mrs.
Wheilenburg.
Adaptations and Extensions: All students in this class are placed in this skill based upon their
reading comprehension score; therefore, students are pulled from each of the five fifth grade
classrooms. Unfortunately, this is a new class and weve only had these students for three
weeks now. Although, we do not know much about these students, I do know according to
their test scores they are all on the same level of understanding. Through different lessons,
activities, and group discussions, I feel confident that these students will improve their
comprehension scores and move up to the next level of comprehension skill.
Management Considerations: There are no homework assignments during this block, but
behavior will still be monitored using our checkmark system for our Positive Wildcat Activity.
Although this is a short block, we still participate in many discussions and class activities. I
expect students to be respectful to one another and supportive when a classmate is speaking.
Any behavior that is unnecessary will result in a checkmark, and if needed consequences will
be issued.

Reflections: All students loved the idea of sharing their sketches. I personally believe that
allowing student to find problems and solutions in their own lives, significantly improved their
understanding of the newly acquired skill. I especially want to improve all students
confidence by the end of RTI class. When presenting, Ive noticed that students do not feel
comfortable sharing or speaking in front of our class, I hope to improve their confidence and
thus, improving public speaking.

[From p.73 of the 2014-2015 Student Teaching Forms for CT, US, ST]

Lesson Plan Solo Observation #1 (Science 1:15 2:00)

Teacher: Ms. Kelsey Soriano

Date: Tuesday October 28, 2014

Class: Mrs. Kathleen McKeon

Level: Wailuku Elementary School 5th Grade

Purpose: In order for students to learn and develop a greater scientific understanding, they
must first practice implementing the scientific method. In this chapter we will be specifically
implementing the scientific method as we investigate and discover cells and how they are
connecting nature, animals, and human beings.
Objectives: Through the scientific method, students will have the opportunity to conduct
research and actual experiments to prove logic behind theories. The first hand experience to
these experiments will be greatly beneficial for all students. At the end of this chapter, students
will have a more in depth understanding of the scientific method and how it can be utilized.
Students will also be able to make the connection that cells are the common factor linking
nature, animals, and human beings together.
Common Core Standards:
5.W.7 Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases.
GLOs:
Self-Directed Learner: The ability to take responsibility in ones own learning.
Complex Thinker: The ability to demonstrate critical thinking and problem solving.
Effective Communicator: The ability to communicate effectively.
Community Contributor: The understanding that it is essential for human beings to work
together.
Effective and Ethical User of Technology: The ability to use a variety of technologies
effectively and ethically.
Hawaii Content and State Standards:
SC.5.4.1 Describe the structures of the human body and how they work together to sustain life
SC.5.1.2 Formulate and defend conclusions based on evidence

Assessments: Students will be graded according to the number of problems over the total
amount of questions. Their percentage according to the grading scale below will determine a
pass or fail grade.
Activities: Each experiment will follow the scientific method; therefore, students must
complete the entire process to get credit for the activity. Completion and reasonable answers
will be considered passing.
Notes: Students will be required to take notes during reading periods and video activities.
Although, students will not be graded according to their notes, they must still have notes to be
used during the end of the chapter test and reflection paper.
Reading Comprehension Worksheets: At the end of each lesson, there are reading
comprehension questions that subsequently follow the text. Students will be graded according
to the total number of questions divided by the correct number of questions. Passing will
depend upon the percentage received and the grading scale below.
Chapter Test: At the end of the chapter, students will all take a chapter test. The test will cover
all lessons covered during the duration of the chapter. The student will be graded based on the
percentage of correct problems to total problems. Passing scores will reflect in the grading
scale below.
Grading Scale: 100% - 75% Passing; 74% - 0% Not Passing
100% - 90% Meets with Excellence
89% - 75% Meets with Proficiency
74% - 60% Developing Proficiency
59% - 0% Well Below
Materials/Set-Up: The activities and reading comprehension worksheets will be copied and
provided as a white packet for all students. Harcourt Science textbook and workbook will also
be used on a daily basis along with their white packets. Students will also need their science
tablets, folder, a pencil, colored pencils, and a red pen. Teacher will provide the needed
materials for each activity to be conducted.
Procedures:
a. Introduction:
Review: We will first review our KWL (What we know, what we want to know,
and what we learned) for yesterday, Monday the 27th.
b. Developmental:
Vocabulary: This unit there is a total of 19 vocabulary words that students must
learn. Today we will introduce these new vocabulary terms to our students. We will
first model finding the definition by using context clues. Then students will check
their definition with the glossary in their Harcourt textbook.
Video: Cells by Bill Nye although, we have not started reading, Ive decided to
show this video as a preview of what we will be reading and learning about for the
next few weeks.
c. Concluding: To conclude this lesson, I will have students share their notes that they have

taken from our video and one thing they have learned. At 1:55 students will be allowed to pack
their backpacks and prepare for school dismissal.
Adaptations and Extensions: For those students who are struggling mastering the concept, I
will work with individually or in small groups. I will use that time together to reteach specific
components in which these students are showing difficulties.
Student J: This student is currently struggling through depression and home issues which has
been severely affecting is schoolwork and in class presence. During the lesson I expect student
J to follow along with the rest of our class; although, I will allow student J extended deadlines
to turn in his completed work without consequences.
Management Considerations: Although our students have no history of behavioral issues,
they do have a history of forgetting to complete their homework or forgetting their homework
at home. If a student does not finish their homework from the night before, that student will
now become what we call a planner person. Therefore, for one week, their name will go up
on our board, they will be required to have a daily parent signature in their planners, and the
student will stay in during recess and work on homework. After a week, if the student does not
have any other incomplete assignments their name will be cleared off the board and they will
no longer be considered a planner person. For those students who tend to forget their
assignments at home, they will receive a check mark each time they need to leave class/phone
home. At the end of each quarter, we have a Positive Wildcat Activity, throughout the quarter
students behavior and incomplete homework assignments are monitored through a checkmark
system. If at the end of the quarter, a student has more than twelve checkmarks, the student
will not be allowed on the activity with the rest of their class.
Reflections: Todays lesson went very well! Majority of our students were having difficulties
finding vocabulary terms from the text. Therefore, I prompted students to use the glossary to
find each definition. This is something that Id like to work on for future reference, both in
science and language arts.
[From p.73 of the 2014-2015 Student Teaching Forms for CT, US, ST]