UCLA Center X TEP ELEMENTARY UNIT/ LESSON PLANNING COMMENTARY Your Name: Crystal Puentes Date: February 18,

2014 Unit/Lesson Title: Subtraction Grade Level and Content Area: Kindergarten Number of Students: 27 Total Amount of Time: 35-40

1. Learning Goals/Standards: What concepts, essential questions or key skills will be your focus? What do you want your students to know at the end of this unit/lesson? The learning objective is for the students to be able to complete subtraction problems using numbers 1-10 with manipulatives. 2. Rationale: Why is this content important for your students to learn and how does it promote social justice? This content is important because it is a tool that can be used at home and at school. Subtraction is universal and exposing the students to a variety of different ways that subtraction problems can be completed, will further assist them in finding a method that they connect with most. Each learner is different; therefore by introducing the students to solving subtraction problems with manipulatives, fingers, and drawings; students are able to decide for themselves how they would like to complete each question. 3. Identifying and supporting language needs: What are the language demands of the unit/lesson? How do you plan to support students in meeting their English language development needs including academic language!? "he students will continue reviewing words such as restar, quitar, menos, quedan, and total# $n terms of supporting the students in meeting their English language development needs, they will be able to make connections with the vocabulary through the use of a video %esame %treet!, kinesthetic movements, concepts of print, and the use of materials that the students are familiar with cookie jar and cookies!# 4. Accessing prior knowledge and building upon students backgrounds, interests and needs: How do your choices of instructional strategies, materials and sequence of learning tasks connect with your students& backgrounds, interests, and needs? "he students are always asking for more video clips, therefore $ decided to incorporate a %esame %treet subtraction clip to introduce the lesson# "he main characters in the clip will be using cookies to display how to do a subtraction problem, which is something that the students all love and are even working towards as a class for their behavioral reward# 'lso, to further make connections between the students home and school environment, as a class, the students will be making a concept map where they will be able to recall different words and places where subtraction is used stores, in class, and when paying a bill!# (any of our students are visual and hands on learners, so providing an interactive lesson where the students are able to be active participants in their learning is key in helping them understand the material# . Acco!!odations: What accommodations or support will you use for all students including English )anguage )earners and students with special educational needs, i#e# *'"E students and students
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with $E+&s!? E,plain how these features of your learning and assessment tasks will provide all students access to the curriculum and allow them to demonstrate their learning# When it comes to completing the students worksheet, the number of questions asked and the numbers that the students will be working with will vary depending on their ability levels. For example one group may receive 7 problems where they will be asked to work with 6 (of their 10) cookies in answering the problems, then another group may receive 7 problems where they will asked to work with about 8 (of their 10) cookies, and finally the last group will receive 9 questions where they will be asked to work with all 10 of their cookies on average. Also, to assist students with special needs, the use of media, visuals, and manipulatives will assist them in engaging with the lesson. Providing a diverse array of teaching tools will further support the students in obtaining access to the curriculum. Lastly, for students with special needs, they will be given the opportunity to work with a teacher or the teachers assistant if need be. ". #$eor%: Which theories support your unit/lesson plan? e,plain the connections! The theories that support my lesson include a combination of behaviorist, cognitive, and socio-cultural learning theory. The behaviorist theory is closely tied to the behavior that should be elicited while completing a task with manipulatives; for example how to handle the cookies, the clean up process, reinforcement, and the students overall classroom behavior. In addition, I would say that my lesson is also tied to cognitive theory because the students will be asked to think about different ways that they know how to solve subtraction problems (thinking about their thinking). Lastly, the lesson is closely tied to socio-cultural learning theory because the students are asked to recall their experiences and background in using subtraction while completing the concept map, in addition to learning through their social interactions inside of the classroom. Therefore, I would say that my lesson is a combination of all three theories.

7. Reflection: (answer the following questions after the teaching of this unit/lesson) What do you feel was successful in your lesson and why? If you could go back and teach this learning segment again to the same group of students, what would you do differently in relation to planning, instruction, and assessment? How could the changes improve the learning of students with different needs and characteristics?

Opening our subtraction lesson with a two-minute video clip of the cookie monster, the kids immediately started laughing. Prompting the students to think about different ways that they knew how to complete subtraction problems; the use of fingers, manipulatives, and drawings were quickly mentioned. Trying to keep the Cookie Monster theme going, I also made it a point to give each student 10 cookies (cookie cereal) that they could use as their manipulatives. Once a concept map was completed, I began introducing subtraction problems. Making it a point to differentiate instruction for my students based on their ability level; one table was given eight problems working with numbers 1-10, the next table was givens six problems working with numbers 1-8, and the last table was given six problems working with numbers 1-6. Observing and analyzing their work, I was pleased to see how the cookies helped even my most struggling students in their learning. In terms of what I would do differently, I would definitely like to work on giving clean up instructions before the worksheet is given. In addition, I think it would be very beneficial for the students to be given clearer instructions concerning what they can do if they finish early. Making these adjustments would help all learners because those students that are needing to be challenged a bit more will be challenged and those that are in need of a quiet space to work, will be given just that. **COMMENTARY IS REQUIRE FOR ALL UCLA ELEMENTARY FORMAL OBSERVATIONS **

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