Pre-Practicum 1 Lesson Template

Name: Maeve Reynolds Date: 11/12/15

School: Mason-Rice Grade: 2

Starting and Ending Time: 9:00 to 9:20

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards: With
regard to how this lesson fits into the big picture of the students long-term learning, which
MA framework does the lesson most clearly address?

CCSS.MATH.CONTENT.2.OA.B.2
Fluentlyaddandsubtractwithin20usingmentalstrategies.ByendofGrade2,knowfrom
memoryallsumsoftwoonedigitnumbers.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

By the end of the lesson, SWBAT to form and solve subtraction equations by using the amount of
counters they know are in the bag, and the amount of counters their partner removed. SWBAT
predict from the number of counters in the bag and the number of counters removed how many
counters are left in the bag.

Assessment: What specific, tangible evidence will show that each student has met this objective?
The student will show they have met these objectives by completing a worksheet that asks them
to write down the equations they are making using grab-bag subtraction.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to Read Aloud Training (Elementary) or Academic Language Training
(Secondary) and to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as
cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

The student will be able to use the vocabulary take away to show that they connect removal of
the counters from the bag with subtraction. For example, I removed 3 counters from a bag with
8 counters and 5 were left over, so 8 take away 3 is 5.

Assessment: What specific, tangible evidence will show that each student has met this objective?
The student will show that they have met this objective by using this vocabulary in their
completion of the activity with a partner. I will be present while the students are completing the
activity so I can observe if they are using the vocabulary.

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Content: What are the specific details of the lessons content knowledge?
The student will be able to solve subtraction equations to successfully predict what number of
counters is the left in the bag. Student will understand the connection between this activity and
creating a subtraction equation.

PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (5 minutes): How will you introduce the instructional objective to the students, pre-
teach/ preview vocabulary, and prepare them to engage with the lesson content?

I will begin by telling the students that will be using Grab-Bag subtraction to make and solve
subtraction equations. I will then model for them how the activity will be carried out:

I will use a bag with 6 as an example. First, I will count out 6 counters in the bag to make sure
the right amount are here. I will count to 6 out loud. Then I will put the counters back in the bag.
Next, I will reach into the bag and remove 4 counters. I will count the counters out loud. Then I
will say Now I am going to predict how many counters are left in the bag. Since I started with 6
and took out 4, my prediction is that there will be 2 counters left because 6 take away 4 is 2. I
will then pull out the counters and count the remaining two out loud. Then I will ask if any of the
students know how to write this as an equation. If they know, I will write down what they say on
a whiteboard. If they do not know, I will write down the equation on the board. I will then repeat
that it is 6-4=2 because I began with 6 counters, removed 4 and had 2 left over, so 6 take away 4
is 2.

I will then tell the students that they will be working in partners to complete this activity. I will
tell them that for each bag, they should complete 2 equations. There are 4 bags total, so they
should each have 8 equations on their paper. I will tell them that when they finish one bag, they
should raise their hand and I will bring them the next bag. I will then handout the bags to begin
the lesson.

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During Lesson (10 minutes): How will you direct, guide, and/or facilitate the learning process to
support the students in working toward meeting the instructional objectives?

During the lesson I will offer support to any students struggling to form the equations. I will do
this by asking guiding questions such as How many counters did you start with? How many
were taken away? This language may help them figure out that to form the equation they should
use the format the number in the bag take away the number removed is the number left in the
bag. If they cannot determine this, I will further prompt them by the statement So, ___ counters
take away ____ counters gives you how many counters?

I will also switch out the bags throughout the lesson and make sure each students works with the
Grab-Bags containing 6, 7, 8, and 9.

Closing (5 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?
I will close the lesson by asking calling on students to provide an equation for each grab bag
and ask how they created the equation. In this way I hope to summarize the lesson as well as
informally assess their success rates. I will collect the worksheets.

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 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

Throughout the lesson I will remind any distracted students to focus by saying their name, or
eyes on me. If it is very distracting and they continue the behavior after having been asked to
stop, I will ask the student to take a break. Throughout the activity I will observe the students to
make sure they are staying focused. If they are not, I will join the pair and ask questions to keep
them on task. If they continue a distracting behavior whenever I am not with their group I will ask
them Is that an appropriate way to be acting right now? or if necessary ask them to take a break.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
-White board and white board marker for modeling
-8 Lunch bags- 2 of each of the following numbers: 6,7,8,9
-Counters for the lunch bags
-worksheet to write out equations

Follow-up: How will you and/or your CT reinforce the learning at a later time so that the students
continue to work toward the lessons overarching goal (i.e., the MA Curriculum Framework
incorporating the Common Core State Standards)?

This lesson will be reinforced in that the students will continue to learn and practice mental modes
of subtraction, as were used in the activity, throughout second grade.

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 REFLECTING ON THE LESSON

These questions and prompts are to be used to guide the post-lesson evaluation and critique.
Review the 3PA+ to see if this reflection can be used as a piece of evidence.

1. Student Learning and Engagement/Classroom Management/Routines

a. What do you think the students learned? Did student learning differ from what you
were expecting?
b. Describe how you tried to engage the students throughout the lesson. Explain how
it was or was not effective.
c. Which parts of classroom or small group management were most and/or least
effective? Why?

2. Lesson Adaptations
a. In hindsight, how might you have improved or modified the lesson during the
planning stages? What adaptations might you have used?
b. What specific suggestions from your supervisor or cooperating teacher were
implemented or not? What was the outcome? Were they beneficial? Why or why
not?

3. Strengths and Areas Needing Improvement

a. In thinking about your lesson as a whole, what were the most effective and least
effective parts of the lesson?
b. What do you see as your teaching strengths in the lesson?
c. What areas of your teaching need improvement or modification? What support
from your supervisor or cooperating teacher would help you in these areas? Be as
specific as possible.
d. If you were to teach this lesson again, what would you do differently?

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