Lesson Plan 4

Wisconsin Teaching Standards 1, 3, 4, 5, 6, 7, 9, & 10

On December 3, 2015, I taught a 7th grade Mathematics lesson on analyzing proportional
relationships to solve real-world mathematical problems. Yes, you read that right; I taught a
Math lesson. During the 2015-2016 schoolyear, I worked as an Educational Assistant at
Whitman Middle School for 6th and 7th grade Mathematics and Reading. I chose to use this
opportunity to step outside of my English/Language Arts comfort zone to teach a Math lesson
that would be observed by my LTM 621 professor from Alverno College. The learning target of
this lesson was for students to be able to set up and solve proportions that arise in applications.
After this lesson, students will be able to use ratios and scaling up or scaling down to find the
missing value in a proportion. I followed the Connected Mathematics curriculum that was in
place at Whitman Middle School for my lesson.
I demonstrated Wisconsin Teaching Standards 1, 3, 4, 5, 6, 7, 9, and 10 for this lesson. In
order to properly teach this lesson, I had to be familiar with the subject matter. I researched the
material thoroughly prior to instruction, and therefore met standard one. I proved my ability to
meet standard three by how I managed the classroom during my lesson. I believe I
demonstrated positive classroom management skills by understanding that the students would be
motivated more if they were allowed to work on their lab sheet in pairs. I created an
environment that encourages positive social interaction in this regard. I also created an
environment that centered on an active engagement in the learning. I constantly asked questions
throughout the lesson and called on a variety of students (even those not raising their hand) to
answer them. I allowed them time in class to work on their lab sheet and required it to be
homework if they did not complete it. This gave the students motivation to work hard to finish it
in class. While working on their lab sheets, I walked around the room and helped the students,
and also encouraged the students to remain quiet and working. Standard four was met in my
ability to use a variety of instructional strategies such as a PowerPoint presentation on a
SmartBoard, partnered discussion, paired lab work, and individual work. I demonstrated
standard five by letting the students think through the question that I was asking before
immediately calling upon a student who had his/her hand up within the first two seconds of me
getting the last word of the question out. Another instance in which I demonstrated this standard
was when I realized that a particular student, who had not participated yet in the class discussion,
struggles to willingly participate (and pay attention). I thought ahead of time how I would target
this student in a comfortable manner. On the last slide, there were four equations and the
students needed to figure out what was the best purchase. I told this particular student ahead of
time that he would be giving me the answer to equation #3 so that he had adequate time to think
about how to solve it and come up with the answer before I called on him, thus eliminating social
anxiety. He got the question right and I gave him some extra praise as I walked around the room
while the students worked. Throughout this lesson I communicated clearly and confidently, thus
accomplishing standard six. My advisor was thoroughly impressed at my ability to teach a

lesson outside of my subject area with such confidence. Due to the fact that this was outside of
my subject area, I was able to target standard seven, and plan a lesson that differed from lessons
that I had taught in the past. I met standard nine by self-assessing myself after teaching my
lesson. Finally, I demonstrated standard ten in my ability to communicate with other Math
teachers prior to planning my lesson.
Conceptualization: I demonstrated the Alverno Advanced Education Ability of
conceptualization by showing command of a subject matter that I was previously unfamiliar
with. I thoroughly researched the topic and ensured that I was capable of teaching the topic prior
to my lesson. Because I worked in the class daily, I was able to relate the material in my lesson
to concepts previously taught in the class as well as plan in accordance for what students would
be learning next. Finally, I designed a lesson on proportional relationships in connection with
real-world math problems so that they were relatable (and relevant) to the students.
Diagnosis: I was able to demonstrate diagnosis by collecting information through observing
the classroom interaction. By doing so, I was able to target which students clearly understood
throughout the lesson by those who raised their hands eagerly or were able to answer the
question correctly when called on. I was able to further assess student learning through the
paired work they did with their lab sheets. I constantly asked questions in order to refine
information and assess student learning and progress. I was able to demonstrate the skills I have
learned in terms of students with social anxiety by giving the student who struggles to contribute
to class discussions a heads up as to when I was going to call on him, so that he had time to
prepare.
Coordination: I demonstrated the ability of coordination by setting clear goals for the
learning experience and learning outcomes. I had target learning goals set prior to planning and
instructing, and used resources (SmartBoard presentation and lab sheet) appropriate to meet
those goals. I used class time wisely, by devoting part of the class to the lesson, part to the
partnered work on the lab sheet, part to the homework, and if they finished ALL of those things,
they were able to work on CatchUp Math, a program that they use in their classes. I monitored
the progress of the students by walking around the class and noting who clearly understood, who
kind of understood, and who struggled. I worked with the students individually to further extend
the lesson to the students who still struggled to understand. I also demonstrated this ability by
working closely with the two 7th grade math teachers prior to teaching my lesson. Finally, I
showed self-confidence in my teaching and enhanced by teaching abilities.
Communication: I met the ability of communication by setting a clear learning target for the
lesson and making that goal clear to the students. Prior to teaching the lesson, I ensured that the
material was accurate. During my lesson, I spoke clearly and with confidence throughout my
lesson, as I was familiar and comfortable with the students. I also presented the material in a
visually appealing SmartBoard presentation.

Integrative Interaction: I was easily able to demonstrate this standard, as I was familiar and
comfortable with the students in the 7th grade Math class that I was instructing. Throughout my
lesson I showed respect for and rapport with all students. I asked a variety of questions and
ensured that all students answered these questions (even those not raising their hands). As the
students worked in pairs on their lab sheets, I walked around the room to help guide discussion
and assess progress.