Design for Learning

Instructor: Abby Prutzman

Lesson Title: Math in my life
Curriculum Area: Math

Grade Level/Cooperating Teacher:

3rd/Underbakke
Date: March 10, 2016
Estimated Time: 30 minutes

Standards Connection:
7.) Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 5 = 8) or properties of
operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Learning Objective(s):
When given a worksheet, students will correctly figure out their partners project and correctly
produce the equivalent multiplication or division equation. See attached worksheet.
Learning Objective(s) stated in kid-friendly language:
Boys and girls today we are going to make a project called Figure Me Out. To complete this
project, you will use multiplication and division.
Evaluation of Learning Objective(s):
The teacher will formatively assess students throughout the lesson. At the end, students will swap
projects with a partner. They will need to correctly answer the questions about their partners
project. See attached worksheet.
Engagement:
Boys and girls today we are going today we are going to be talking about multiplication and
division. Can anyone tell me how multiplication ad division relate to one another? Teacher will
call on students. She will write down on the board their explanations. Boys and girls I like your
predictions and examples of how multiplication and division are similar. Lets take a look at
some multiplication and division problems and find out if we were correct.
Learning Design:
I. Teaching:
The teacher will conduct a number talk using the equation: 28/7
The teacher will write 28 divide by 7 on the board. Boys and girls I want you to think about this
problem for a minute. I will give you want minute to think and then I will call on a few of you to
give your answer. The teacher will wait for students to formulate an answer. The teacher will
then write down the answers given by her students and ask for them to give their explanations.
The teacher will conduct a number talk using the equation: 4x7
The teacher will write 4 times 7 on the board. Boys and girls I want you to think about this
problem for a minute. I will give you want minute to think and then I will call on a few of you to
give your answer. The teacher will wait for students to formulate an answer. The teacher will
then write down the answers given by her students and ask for them to give their explanations.

Boys and girls looking at these two problems what do you notice? The teacher will call on
students to explain their thinking. The class will participate in a conversation about the
relationship between multiplication and division.
In the first problem, you have 28 somethings and divide them into 7 groups. Each group has 4
pieces. In the second problem you are creating 7 groups of four. In the multiplication problem
you are starting with a small group and creating several identical groups to get a larger total. In
division, you are taking a large group and breaking it into smaller parts.
Multiplication small to big
Division big to small
II. Opportunity for Practice:
Class today we are going to learn a little bit more about each other through multiplication and
division. The teacher will show students her Figure Me Out worksheet. She will then explain the
process to students and hand out materials. Students will work independently on their assignment
while the teacher walks around the room observing and helping when necessary.
III. Assessment:
Wow! Class you have done a great job creating your figure me out worksheets. Now I would
like you to swap projects with the person sitting next to you. Once you have your partners
worksheet you will figure them out. As you decode their worksheet you will need to complete
the chart I passed out early. Notice that on the chart there is a column for multiplication and
division. If your partner used division you will need to give the multiplication equation that is
similar.
IV. Closure:
Boys and girls thank you for working so hard today. I appreciate your feedback during our class
discussion and your hard thinking during practice time. I hope that through this lesson you were
able to develop a better understanding on the relationship between multiplication and division.
Materials and Resources:
White board
Markers
figure me out worksheet
Assessment worksheet
Pencils
Crayons
Differentiation Strategies (including plans for individual learners):
Students having difficulty completing the assignment will be given manipulatives to help them
visualize the equations.

Samford University
Design for Learning

Design for Learning

Instructor: Abby Prutzman

Lesson Title: Problem and Solution
Curriculum Area: Language Arts

Grade Level/Cooperating Teacher:

Date: April, 12, 2016
Estimated Time: 45 minutes

Standards Connection:
7.) Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot. [RL.2.7]
Learning Objective(s):
When given a reading passage, students will correctly identify the problem and solution.
Learning Objective(s) stated in kid-friendly language:
Boys and girls, today we are going to be reading passages and identifying the problem and
solution.
Evaluation of Learning Objective(s):
Students will be given a reading passage. They will need to independently read the passage and
identify the problem and solution. Students will need to fill out the graphic organizer to support
their ideas.
Engagement:
The teacher will begin my discussing problems. We all have problems in our lives (fighting, not
making good decisions or losing something) and we all use solutions to solve our problems.
The teacher will have students share with a partner some problems that they have solved in heir
lives.
Good morning boys and girls! Today we are going to be talking about problems and solutions.
Let me tell you about this problem I have been having! My bedroom is a mess. I mean clothes
everywhere, and even some dirty dishes. My roommate looked at me yesterday and said, Wow!
Our room is so messy!. Now let me tell you, I have this problem A LOT. Could you all think of
something I can do to to fix this problem? Students respond with clean your room! Oh my,
class you are so smart! You came up with a great solution to my problem. Maybe I will go home
and clean my room today! I want you all to think about a problem you have had. Give me a
thumbs up when you think of your problem. The teacher will wait for all students to give a
thumbs up. Ok, now I want you to think of a solution to your problem! Once you have a solution,
give me a thumbs up. The teacher will wait for students to think of a solution. Now boys and
girls I want you to share your problem and solution with the person sitting next to you. The
teacher will listen as students share their thoughts. Would anyone like to share their thinking?
The teacher will allow 3-5 students share their problems and solutions. You see boys and girls,
everyone has problems that they have to solve! Today we are going to focus on finding the
problem and solution in a reading passage.
Learning Design:

I. Teaching:
The teacher will define problem and solution for the class. She will then read a loud a passage
for students. After reading, she will model her thinking for students by highlighting the problem
and solution in the text.
Can someone tell me what a problem is? The teacher will call on a student to give their
definition of a problem. Class, do you agree? Yes, a problem is something that occurs in a story
or in life when something goes wrong. For me, my problem is that my room is messy. Now can
someone raise their hand and tell me what a solution is? The teacher will call on a student to
give their definition of a solution. Class, do you agree with your friend? Yes! A solution is
something that solves the problem. For my problem, what would the solution be? Students will
say cleaning your room!. Exactly the solution for my problem is to clean my room! I feel like
you all really understand what problem and solution are! Lets take look at this reading passage
and determine what the problem and solution are. Class I am going to read aloud the passage
and I would like each of you to follow along as I read. The teacher will read aloud the passage:
People look both ways before crossing the road. Wild animals dont. They just run across
busy roads. Cars hit millions of animals every year. Many animals die. People get hurt.
Their cars are damaged, too.
Special paths for animals are one way to keep them safe. These paths are called wild
animal walkways. Some countries in Europe have built walkways. Canada and the
United States have started building them too. Some walkways go over busy roads. Some
go under them. Both kinds help wild animals cross roads safely. When animals cross
safely, people in cars are safer, too
Class, give me a thumbs up if you think you know the problem from this passage. The teacher
will formatively assess student understanding by looking to see who gives the thumbs up. Ok
class, the problem of this solution is cars hit millions of animals every year. The teacher will
highlight this text evidence as she reads it aloud. Do you all agree that this is the problem?
Great! Now, we have a problem, but every problem needs a solution. What does the text say is
one way to keep animals safe? The teacher will call on a student to give the solution. Yes, the
solution to this problem is special paths for animals. The paths are called wild animal
walkways. Are there any other solutions you could think of that arent mentioned in the passage?
The teacher will call on students to respond, student may say, drive safer or drive slower. Class
you all did such a good job thinking about problems and solutions. I would like all of you to
quietly stand up and walk back to your seats, we are going to continue practicing problems and
solutions.
II. Opportunity for Practice:
Students will be asked to return to their seats. The teacher will hand out the Find the Solution
worksheet. Students will be asked to determine solutions for different scenarios. The teacher will
call on five students to share their solutions.
Class, you are doing some ricking thinking today! Now, we are going to practice finding
solutions. Being able to find solutions to problems can help you in two ways. First, it can help
you solve problems in your life. Second, it is helpful when you are trying to find a problem and
solutions in the passages or books you are reading! Write now I am passing around some
worksheets. The worksheets have pictures in them of problems. What I want you to do is look at
the picture and then decide what solution you could use to solve the problem. Once you solve the
problems you will have your opportunity to share your solutions with the class. Before we begin,

are there any question? The teacher will answer any student questions. As students are working
she will walk around the classroom and observe. Class, show me how many more minutes you
need. Based on student response, the teacher will give students a maximum of five extra minutes.
Okay class, who would like to share their solution with the class? The teacher will call on
students to share their responses. Great job boys and girls!
III. Assessment:
Students will be given a reading passage. They will need to independently read the passage and
identify the problem and solution. Students will need to fill out the graphic organizer to support
their ideas.
After working so much with problems and solutions, I want to see if you can find the problem
and solutions in a passage by yourself! I am going to pass around a passage and a problem and
solution worksheet. You will need to read the passage and then write down the problem and
solution on the worksheet. Before we begin, are there any questions? The teacher will answer all
student questions. She will walk around the classroom and observe as students complete the
assessment. Class, show me how many more minutes you need. Based on student response, the
teacher will give students a maximum of five extra minutes. The teacher will then walk around to
collect the assessment.
IV. Closure:
The teacher will conclude the lesson by restating her definition of problem and solution. She will
then thank the students for their hard work and listening skills.
Class, I am so proud of all of the hard work you did today! Can someone raise their hand and
tell me what a problem is? The teacher will call on a student to give their definition of a problem.
Yes, a problem is something that occurs in a story or in life when something goes wrong. Now
can someone raise their hand and tell me what a solution is? The teacher will call on a student to
give their definition of a solution. Yes! A solution is something that solves the problem. Thank
you for all of your hard work today!
Materials and Resources:
Projector
Document Camera
Pencils
Reading passages (x2)
Problem and Solution worksheet (x2)
Find the Solution worksheet
Differentiation Strategies (including plans for individual learners):
Red: In a small group, students will be given images of problems and solutions. They will be
asked to match the problems pictures with the correct solution pictures.
Example: Problem A picture of a cold person
Solution A picture of a jacket
Green: Students will be given the opportunity to create their own stories that include problem
and solution. After writing their story they will be able to share it with the class and explain their
problem and solution.

Samford University
Design for Learning

Design for Learning

Instructor: Abby Prutzman

Grade Level: 2nd

Lesson Title: Summarizing

Curriculum Area: Reading

Date: April 14, 2015

Estimated Time: 30 minutes

Standards Connection:
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text. [RL.2.1]
a. Infer the main idea and supporting details in narrative texts. (Alabama)
Learning Objective(s):
When given a reading passage students will correctly summarize the plot of the story.
Learning Objective(s) stated in kid-friendly language:
Boys and girls today we are going to work on summarizing a passage after we have read it!
Evaluation of Learning Objective(s):
Students will be given a reading passage and a graphic organizer that was used throughout the
lesson. Students will be graded based on their ability to identify the main idea of the passage.
Engagement:
The teacher will engage students through conversation. This will serve a dual purpose as it will
also remind students of their reading from the previous day. The students and teacher will
continue reading the Boring Bill story from the textbook.
What do we remember about out reading from yesterday?
Why was Bill upset?
Can you imagine if you were that boring?
How would you feel?
The teacher will pretend to be bored as students answer the last question so that they can
empathize with the main character.
Learning Design:
I. Teaching:
The teacher and students will read the reading passage Boring Bill form the student textbook.
the first thing that he did was find out WHO or WHAT the story is about. In this story, the topic
was Boring Bill. Next, we have to determine the problem. In the story, the problem was that
boring will put everyone to sleep when he talked. But wait, what is missing? We have a topic, a
problem, but we dont know what happens next. Now we need to determine the solution Turn and
talk to your elbow partner about what you think the solution was in this story. Class will share
with elbow partner about their ideas. The solution to the problem was that Boring Bill decided to
become less boring! All three of these parts: topic, problem and solution, put together make the
main idea because they are what the story is all about. Also on the board, the teacher writes the
words MAIN IDEA. The teacher underlines the words, draws a box around the words, and
then circles the words. But there is one more step! If I havent read this story but I want to know
what its about, Ill need some more details. When we are writing about the main idea of the
passage we also have to include detail. Turn and talk to he person next to you about some details

from this story. The teacher will let students share their details from the story. Boys and girls
thank you for listening! Now I want you to practice finding the main idea and key details of the
story with out me. (Transition to practice)
II. Opportunity for Practice:
In a small group, students will read a reading passage. After reading the passage the the group
will work together to determine main idea and supporting details. The group will fill out the
graphic organizer being used throughout the lesson.
III. Assessment:
Students will be given a reading passage and a graphic organizer that was used throughout the
lesson. Students will be graded based on their ability to identify the main idea of the passage.
Student will read the passage. After reading the passage they will be asked to fill out a graphic
organizer. The graphic organizer asks for the main idea and three supporting details.
IV. Closure:
The teacher will than students working hard through the lesson. She will give students a time to
predict what they think is going to happen to Boring Bill in the next story
Materials and Resources:
Textbook- Boring bill
Main Idea graphic organizer
Pencil
Reading Passage The Stolen Bicycle By Judie Eberhardt
Reading Passage The Treasure Chest by Judie Eberhardt
Differentiation Strategies (including plans for individual learners):
Red: Students will be given a story sequenced created with picture. They will need to write the
main idea of the picture story.
Green: Students will be given a story will a more complex plot to work on determining the main
idea of the story.
Data Analysis:
Because I was unable to complete this lesson there was no data to analyze. The teaching portion
consisted of a conversation rather than a worksheet.
Reflection:
I was only able to cover the reading portion of this lesson. However, the students seemed to
enjoy the topic and really grasped what they should be doing when determining the main idea. If
I were to teach this lesson again I would choose a reading passage that was longer and had a little
more substance to it.

Samford University
Design for Learning

Design for Learning

Instructor: Abby Prutzman

Lesson Title: Main character
Curriculum Area: Reading

Grade Level: 2nd

Date: April 15, 2015
Estimated Time: 30 minutes

Standards Connection:
3.) Describe how characters in a story respond to major events and challenges. [RL.2.3]
Learning Objective(s):
When given a reading passage, students will correctly describe characters in the story.
Learning Objective(s) stated in kid-friendly language:
Boys and girls, today we are going to work on identifying and describing main characters in a
story.
Evaluation of Learning Objective(s):
Students will read a passage. After reading the passage they will be asked to fill out a graphic
organizer about the main character. Students will be evaluated based on their ability to correctly
describe and analyze the character.
Engagement:
The teacher will engage students through conversation. This will serve a dual purpose as it will
also remind students of their reading from the previous day. The students and teacher will
continue reading the Boring Bill story from the textbook.
What do we remember about out reading from yesterday?
Why was Bill upset?
Can you imagine if you were that boring?
How would you feel?
The teacher will pretend to be bored as students answer the last question so that they can
empathize with the main character. The teacher will explain to students that they are going to be
working on analyzing characters within a text.
Learning Design:
I. Teaching:
Boys and girls today we are going to be talking about analyzing characters in a story. What do
you think it means to analyze a character? The teacher will call on students to explain what
analyze means. Boys and girls those were some very good. TO analyze a character means to talk
about the character, think about what they do, how they feel, what their personality is like. We
will be describing every aspect of the character. As we read Boring Bill today I want you to pay
very close attention to the things that he says and does! After we read he passage we are going
to analyze Boring Bill. THe teacher will then guide studetns through the process of analyzing a
character within a story. She will using the following questions to guide the analysis of Boring
Bill:
How would you describe Bill?
How do you think Bill felt during this story?
Was Bill happy about being boring?

What are some of Bills personality traits?

How does bill act throughout the story?

II. Opportunity for Practice:

For practice, students will be asked to create an open minded portrait of the man character from
the passage reading during the teaching portion of the lesson. This will give students practice
analyzing the main character of a story.
III. Assessment:
Students will read a passage. After reading the passage they will be asked to fill out a graphic
organizer about the main character. Students will be evaluated based on their ability to correctly
describe and analyze the character.
IV. Closure:
The teacher will than students working hard through the lesson. She will give students a time to
predict what they think is going to happen to Boring Bill in the next story.
Materials and Resources:
Textbook
Pencil
Paper for open minded portrait
Markers
Reading passage The Lion that Couldnt Roar by Judie Eberhardt
Character analysis graphic organizer
Differentiation Strategies (including plans for individual learners):
Red: Students will be given the description of a character. After reading about the character they
will be asked to create a short story about him or her.
Green: Students will be given a more complex reading assignment to further work on analyzing
characters within a story.
Data Analysis:
There was no data collected form this lesson because I was unable to complete the lesson.
Reflection:
Although I was unable to complete the lesson, I felt as though the students grasped the lesson
content. I think they would have done well had I been able to complete the practice and
assessment portion. I think the lesson could have been improved if the reading passage used for
teaching was more complex.

Samford University
Design for Learning