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EDU250LessonPlan

Date:October27,2015

Name:HannaSpruill

LessonTitle:EstablishingBaselineforSAFISubject:Math

AgeorGradeLevel:11yearsoldNumberofStudentsInvolvedinLesson:1
TimeFrame:30min

LearningCentralFocus

CentralFocus

Whatisthecentralfocusforthecontentin
thelearningsegment?

ThecentralfocusforthislessonwillbetoestablishbaselinestousefortheSAFI
methodwiththemultiplicationanddivisionflashcards.

CommonCoreStateStandards

Whatstandard(s)aremostrelevanttothe
learninggoals?

NYSCommonCoreLearningStandardsforMathematics:
3.OAUnderstandpropertiesofmultiplicationandtherelationshipbetween
multiplicationanddivision.
5.Applypropertiesofoperationsasstrategiestomultiplyanddivide.
6.Understanddivisionasanunknownfactorproblem.
3.OAMultiplyanddividewithin100.7.Fluentlymultiplyanddividewithin100,
usingstrategiessuchastherelationshipbetweenmultiplicationanddivision(e.g.,
knowingthat85=40,oneknows405=8)orpropertiesofoperations.Bythe
endofGrade3,knowfrommemoryallproductsoftwoonedigitnumbers.

StudentLearningObjective(s)
edTPA1:1

EvidenceBasedPractice(s)

AftertheSAFIprocessthestudentwillbeabletoanswerbasicmultiplicationand
divisionproblemsfrommemorybothcorrectlyandwithinatimelimit.

EvidenceBasedPractices:

EDU250(Adolescent)LessonPlanTemplate(AdaptedfromSUNYFredoniaTemplate,2013)J.Gugino,Spring2015

DirectInstructionwillbeusedthroughouttheSAFImethod.
ComputationFluency(SAFI)willbeusedinthislesson.

Archer,A.&Hughes,C.(2011).
Explicitinstruction:Effectiveandefficientteaching.

NewYork,NY:TheGuilfordPress.
Hulac,D.,DeJong,K.,&Benson,N.(2012).Canstudentsruntheirown
interventions?:Aselfadministeredmathfluencyintervention.
Psychology
intheSchools,49,5
26538.

LinkingTheorytoPractice
edTPA1:3

TheSAFImethodisbasedinboththebehavioristtheoryandthesocialcognitive
theory.Behaviorismisrootedintheideathatastudentlearnsthrough
reinforcement.UsingtheSAFImethodwiththeseflashcardswillprovidethe
studentwithconstantreinforcement.Ifthegetitrighttheywillbepraised,ifthey
getitwrongtheywillwritethecorrectanswerthreetimes.TheentireSAFImethod
isbasedinmasterylearningwhichisapartofbehaviorism.Thesocialcognitive
theoryisalsoalargepartoftheSAFImethodbecausewhenthestudentgetsa
questionwrongtheyareaskedtowritethecorrectanswerthreetimes.Bywriting
andlookattheinformationonapagemultipletimetheinformationisencoded
moreefficiently.

Kearsley,G.(2009,January).Thetheories.

TheTheoriesintoPracticeDatabase.
Archer,A.&Hughes,C.(2011).
Explicitinstruction:Effectiveandefficientteaching.

NewYork,NY:TheGuilfordPress.

PriorAcademicKnowledge,Conceptions Thestudentmustknowtheirnumbersthrough100.Studentsmustknowbasic
andRequisiteSkills
edTPA1:2
addition,subtraction,andmultiplicationfacts.Studentsmustunderstand

multiplicationanddivision,whattheymeanandhowtodothem.
EDU250(Adolescent)LessonPlanTemplate(AdaptedfromSUNYFredoniaTemplate,2013)J.Gugino,Spring2015

AgapinknowledgewhichIknowexistswiththestudentishislackofbasicmath
skillswhichweareaddressingintheselessons.

InstructionalStrategiesandLearningTasks
Descriptionofwhatwillyoubedoingand/orwhatthestudentswillbedoing.

Assessments:
Describethetools/proceduresthatwillbeusedin
thislesson
tomonitorstudentslearningofthelessonobjective(s).Attachacopyoftheassessmentandthe
evaluationcriteria/rubricintheresourcessectionattheendofthelessonplan.Addasmanyasneeded.

Typesof
tests/probes:

Diagnostic

Formative

Summative

Descriptionof
tests/probes

Diagnostic:Divisionandmultiplicationactivitiesto
assesshisskilllevel.

Formative:MultiplicationandDivisionflashcardsto
assesswhichfactsheknowsanddoesnotknowat
thispoint
Summative:SummativeassessmentforSAFIwill
comeattheendofthesemester

Testing
Accommodations

andModifications NONENEEDEDFORTHISTEST
Differentiation/

UniversalDesignforLearning
Accommodationsand

Modificationstothe
test/probesothatall
studentscoulddemonstrate
theirlearning.

1.Questionsaskedin
Spanish

EvaluationCriteria
Whatevidenceof
studentlearning
(relatedtothelearning
objectivesandcentral
focus)doesthe
test/probeprovide?

Studentswill
demonstratemasteryif
alloftheflashcardsare
intheknownpilebythe
endofthesemester.

EDU250(Adolescent)LessonPlanTemplate(AdaptedfromSUNYFredoniaTemplate,2013)J.Gugino,Spring2015

Planned
Support

Modifications:

Multiplemeans
ofPresentation

Multiplemeans Multiplemeans
ofEngagement ofResponse

Division
problems
writtenon
flashcardsand
paper.
Problems
spokenby
teacher.

Studentswill
Studentswill
answer
shareanswers
questionsorally orally.
withflashcards.
Studentswill
watchas
teachermodels
process.

Strategiesforrespondingto
commonerrorsand
misunderstandings(where
isthelearningbreaking
down?).

Studentsmayhavetrouble
lookingatthedivision
problemsasunknownfactor
problems.TohelpthemI
willexplainitusingthe
manipulatives.

AcademicLanguageDemand(s)DisciplineSpecificLanguage(ieMath,ELA):

Whatareyour
studentsabilities
withregardtothe
oralandwritten
language
associatedwith
thislesson?
edTPA1:4
edTPA3:14

Tier1words:Groups,tell,question,help,watch,move,quick,time

Tier2words:Numbers,problems,math,solve,answer,explain,understand,answer,flashcards

Tier3words:Division,Multiplication,times,divide,multiply,add,subtract

Materials

Theteacherneedsdivisionflashcards,timer,andsomewhereto
recordresults.

EDU250(Adolescent)LessonPlanTemplate(AdaptedfromSUNYFredoniaTemplate,2013)J.Gugino,Spring2015


Studentneedsnothing.
Anticipatory
Set

_1______
Minutes

Howwillyou
startthelesson
toengageand
motivate
studentsin
learning?

Iwilltellthestudentthatwearegoingtogothroughflashcards.I
willtellhimthatifhefocusesanddoeshisbesthewillgeta
rewardattheend!

Instructional
Steps
_1328_______
Minutes

Howwillyou
determineif
studentsare
meetingthe
intended
learning
objectives?

Teacher
1. Iwillexplaintothestudenthowwewillusethe
flashcardsthroughoutthesemesterandIwilltellhim
thatbytheendofthesemesterheshouldhaveallof
theanswersmemorized.
2. Iwillshowthestudenthowwewillgothroughthe
flashcardsusingtheteachingassistantasthe
student.
3. Iwillaskifthestudenthasanyquestionsbeforewe
begin.
4. Iwillgothroughthemultiplicationflashcardswiththe
studentseparatingthosethatheknowsfromthose
thathedoesnotknow.Thestudentonlyhas5

Student
12.Studentis
activelylistening
3.Studentwillask
anyquestionsthey
mayhave.
4.Studentwill
answer
multiplication
problems.
5.Studentwill
answerdivision
problems.

Teaching
Assistant
1.Partnerrecords
teacher
2.Partnerisacting
asstudent
3.Partneris
helpingtoanswer
questions
4.Partneristiming
studentastheygo
through
multiplication

EDU250(Adolescent)LessonPlanTemplate(AdaptedfromSUNYFredoniaTemplate,2013)J.Gugino,Spring2015

Howwillthe
Teaching
Assistant
engage
instructionally?

secondstosaythecorrectanswer,ifhedoesnot
answerwithinthetimelimititisconsideredunknown.
5. Iwillgothroughthedivisionflashcardswiththe
studentthesamewaythatIwentthroughthe
multiplicationflashcards.
Iamteachingthislessontodevelopabaselinefortheuseof
theSAFImethod.Weneedtoknowwhichproblemsthe
studentknowsanddoesnotknowtobeabletoaccurately
measurehisprogress.

flashcards
5.Partneristiming
studentastheygo
throughdivision
flashcards

ReEngage
edTPA3:12

Iwilltellthestudentthateventhoughhedoesnotknowalloftheanswersnow,hewillsoon!

Closure

(ifapplicable)
__1________Minutes

Praisestudentforgoodwork!

AnalysisandReflectionofTeaching
Tobecompletedafterthelessonhasbeentaught

Whatworked?

Modelinggoingthroughtheflashcardsforthestudentworkedwell.Heunderstoodthetimelimitandwasnot
confusedwhenwestartedgoingthroughtheflashcards.

Whatdidnt?
Howdidyou
reengage?

Thestudentdidnotalwaystrytothinkofananswer.Someofthetimeshelookedandimmediatelysaidhedid
notknowit.Whenthishappenedhejuststaredatmeinsteadoflookingattheproblem.Iremindedhimto
focusontheproblemsandtrytosolvetheminthetimehehad.Inbetweentheflashcarddeckswetookaquick
breakandIshowedhimthatheknewamajorityoftheflashcards.Thisservedtomotivateandreengagethe
studentinpreparationfortherestoftheflashcards.

EDU250(Adolescent)LessonPlanTemplate(AdaptedfromSUNYFredoniaTemplate,2013)J.Gugino,Spring2015

Evidenceof
Student
Learning
edTPA3:11

Notapplicable,thislessonservedtoestablishbaselinesforongoingassessment.

Adjustments

edTPA3:15

Afterdoingthislessonweknowthatbothmultiplicationanddivisionneedtobepracticedmore.Thestudent
hasmoredifficultywithdivisionhowever,soweknowthatmoreworkisneededwithdivision.

Proposed
Changes.

TheonlychangeImaymakeisaddingsomethinginbetweenthemultiplicationanddivisionassessments.Idid
takealittlebreakbutIthinkitwouldhavebeenbeneficialtodosomethingtokeephimengaged.Iwouldwant
toaddafunactivitysothatthestudentwouldgetabreakfromtheassessment.

Resources:

Attacheachassessmentandassociatedevaluationcriteria/rubric.
BASELINEFORSAFI

EDU250(Adolescent)LessonPlanTemplate(AdaptedfromSUNYFredoniaTemplate,2013)J.Gugino,Spring2015