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

Teacher: Ms. Kelsey Soriano

Date: Friday October 31, 2014

Class: Mrs. Kathleen McKeon

Level: Wailuku Elementary School 5th Grade

Purpose: The purpose of this lesson is to reinforce and strengthen the foundational skills 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:
Introduction:
- Do Now: Students will work on their multiplication facts in their lavender packets. Short
five minute timed test to test the speed at which students can complete simple math facts.
- Exit Pass: A multiplication problem will be provided for students to complete at the
beginning or during any down time of the lesson. Students will be required to show their
completed answers (must be correct) prior to leaving for morning recess.
- Correct Homework: We will correct assignments assigned as homework from last night
salmon multiplication packet and neon green division packet. Scores will be recorded.
- Review: We will review our math vocabulary using our division anchor chart and our
division poem.
Developmental:
- Notes: We will start with two problems as a review from yesterdays lesson (four-digit
dividends). Today we will continue division using the break apart process, but we will
now focus on zeroes in our quotient, starting at the hundreds, tens, then ones place.
Students will be required to show all multiplication facts and the inverse operation to selfcheck their quotients.

Whiteboards: After the four problems and the inverse operations are completed, I will
have students bring out their white boards. Here they will show me that they understand
the concept.
- Individual Work: If and when they are approved, they will be allowed to move on to their
neon green packet. There is four pages that must be done (work must be shown on
EVERY problem, & the inverse!) Students will have class time to finish these pages, if
not finished during class, it will then be assigned as homework.
Concluding:
- Management: Students that are finished with all pages will be allowed to work on IXL on
our classroom laptops. If time permits, we will spend time correcting our textbook review
homework (word problems so necessary time is needed to correct each problem).
- I will conclude todays lesson at least ten minutes prior to recess dismissal. This will
allow students to receive their homework assignment and accurately copy their
assignments into their planners. At this time, I will also check particular students
planners to assure all homework was correctly written. (9:50 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. 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: Although, today followed the same process and pattern as our previous lessons this
week, I could tell that todays lesson was a little tough for my class. The one thing I wish I had
done was divide today into two separate lessons. Our first day we would concentrate on zeroes in
the thousands and hundreds place. Then, the second day we would concentrate on zeroes in the

tens and ones place. All in all, today was still very successful despite having a bumpy start. The
assignment scores on Monday will determine if we will spend another lesson on reviewing
zeroes in our quotient.
[From p.73 of the 2014-2015 Student Teaching Form

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


Teacher: Ms. Kelsey Soriano

Date: Friday October 31, 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: Assessments will all 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:
Review Vocabulary: Students will review their vocabulary with their partners for the
first seven minutes of class.
Check Homework: We will check all assigned homework from Thursday night
guided reading questions.
b. Developmental:
Background Information: 10 minute video reviewing the information we are
currently reading Boston Massacre, Boston Tea Party, and Revolutionary War.
Comprehension Strategy: We will read RWW 95 and introduce our students to the
strategy we will be focusing on this week reread.
Comprehension Skill: We will read RWW 96 and introduce our students to the skill
we will be focusing on this week problem and solution.
Practice Book: Once we have reviewed each of these skills and strategy, I will have
students take out their Wonders Practice Book and practice first hand implementing
these comprehension methods. I will do the first few problems with my class; the
rest will be assigned as homework.
Grammar: We will quickly review nouns common and proper nouns. The
grammar test will be given today.
Spelling: Once students are finished with their grammar test, we will review our
spelling words, their pronunciation, spelling, and definitions. The spelling test will
be proctored on Monday.
c. Concluding:
Independent Work: I hope to conclude the lesson at least 10 minutes prior to lunch
recess; therefore, it will allow students time to efficiently write their homework down
in their planners and possibly time to start and finish some homework assignments.
Planner People: At this time, I will be checking all planners of certain students to
assure all homework were accurately written.
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: There were a lot to do today, and surprisingly the transitioning between textbooks,
practice books, and packets went quite smoothly. My students are realizing the routine to my
teaching, and have all materials out on their desks ready to transition to the next component.
Im really proud of the grammar test scores, we spent quite some time this week learning
nouns and Im pleased that my class all passed with a score of 75% and higher.
[From p.73 of the 2014-2015 Student Teaching

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


Comprehension Skill
Teacher: Ms. Kelsey Soriano

Date: Friday October 31, 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. 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 read as a class, all taking turns reading one sentence each. 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.
Today will be a review of sequence time order (last weeks skill) with a mix of this
weeks skill (problem and solution). All tables will receive an envelope with four to
five index cards. Students will be required to place these index cards in chronological
order. Once they have done so, students will be able to correctly identify their posed
problem. As a table they will be required to come up with a solution to their problem.
(10 minutes) Then, each group will be required to share their story, the problem, and
their possible solution.
c. Concluding: For the last five minutes of class, if time permits, 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: The lesson today was brilliant! All students were engaged and Im quite
impressed that all students easily remembered chronological order. At first, I could see the
thinking in their eyes and the light bulbs that set off once they remembered the skill. The one
thing Id change about this lesson in the future is to break students into smaller groups. Groups
of four were a little big so one or two students in each group didnt do as much work as the
other group members.
[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: Friday October 31, 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, and a red pen. Teacher will provide the needed materials for each
activity to be conducted.

Procedures:
a. Introduction:
- Students will be aware that today we are continuing our science activity; therefore, they will
be prepared with their colored pencils, fine tip sharpies, and pencils. The activity packets will
be handed out as students receive their microslide viewers.
b. Developmental:
- Activity 1 and 2: We will continue activity 1 from yesterday once finished students will be
given new microslides and prompted to continue activity 2.
c. Concluding:
- Clean Up: At this time partners will work together to safely put away their microslide viewer
and their current slides to the appropriate folders. Students will then be allowed to pack their
bags and get ready for 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. Due to recent issues with student J and
other classmates, student J will receive his own microslide viewer and will be working
independently on the assignment next to my desk at the front of the class.
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: Students worked very independently today! All students came into class prepared
to continue the activities. A few groups were able to complete activity 1 and move on to
activity 2 today. I notice the amount of detail my class is putting into their drawings of each
cell, and it amazes me to see their creativity and careful eye for detail.
[From p.73 of the 2014-2015 Student Teaching Forms for CT, US, ST]

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