Level 4 Internship CT Lesson Plan 3

USF Elementary Education Lesson Plan Template (S 2014) Name: Ellyn Foster
Grade Level Being Subject/Content: Group Date of Lesson: 4/5/2017

Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
Lesson Content
What Standards (national
or state) relate to this MAFS.2.OA.3.3
lesson? Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by
(You should include ALL pairing objects or counting them by 2s; write an equation to express an even number as a sum of two
applicable standards. Rarely equal addends.
do teachers use just one:
theyd never get through MAFS.2.OA.3.4
them all.) Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and
up to 5 columns; write an equation to express the total as a sum of equal addends.
Essential Understanding
(What is the big idea or I can investigate the pattern of even number 0,2,4,6 & 8 in the ones place, and relate to
essential question that you odd numbers.
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you

teaching? When students are given a number, students will be able to answer why that specific
(Student-centered: What will number is even or odd when given students will be able to use a rectangular array using
Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
students know and be able to pairs to answer why that number is even or odd.
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following Why are you teaching this objective?
questions: I am teaching this objective because it shows students the pattern of odd and even
Why are you teaching this numbers and answers why the pattern exists.
objective?
Where does this lesson fit Where does this lesson fit within a larger plan?
within a larger plan? This lesson fits into the larger lesson plan because it allows students to investigate
Why are you teaching it patterns and number sequences to build number sense.
this way?
Why is it important for Why are you teaching it this way?
students to learn this I am teaching the material this way because it gives students a visual explanation to
Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
concept? why the pattern exists.
Why is it important for students to learn this concept?

I feel that it is important for students to learn this concept because it gives students the
answer to why a number is labeled as even or odd an what it means.
Evaluation Plan- How will Formative Evidence:

you know students have Problem Set 19
mastered your objectives? Xtramath reports
Exit Ticket.
Address the following: Reflective Journal.
What formative evidence
will you use to document Summative Evidence:
student learning during
End of module unit 6 test
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
What Content Knowledge

is necessary for a teacher What an array is. (covered in lesson 3)
to teach this material? What a square tile is. (covered in lesson 1)
How many objects make a pair (2). (covered in lesson 18_
Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
What a row is. (covered in lesson 1)

What a column is. (covered in lesson 1)
What a repeated addition sentence is and how its related (covered in lesson 5)
What background How will you ensure students have this previous knowledge?
knowledge is necessary for AM: I know that this class is ready for the next lesson because 16 out 18 students earned a perfect
a student to successfully score on the exit ticket.
meet these objectives? PM: I know that this class is ready because 17 out of 18 students received a perfect score on the exit
ticket.
How will you ensure
students have this Who are your learners?
previous knowledge? AM: My class consists of 18 second graders. Three students receive ELL services, one
Who are your learners? student has diagnosed ADHD and, one student receives ESE services and speech
What do you know about services.
them? PM: My class consists of 18 second graders. One student receives speech services, two
What do you know about students are diagnosed ADHD and, one student is in the process of receiving and IEP.
their readiness for this
content? What do you know about them?
AM: The majority of my learners prefer learning in center rotations 17-1 based on a
survey a class survey.
PM: All 18 of my students prefer learning in center rotations based on a survey a class
survey.
What do you know about their readiness for this content?

Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
I will know their readiness for the content through the exit ticket from the previous lesson. This will
allow me to monitor if the students are missing the foundational skills needed for the lesson ahead.
Based on the data from the exit tickets I know that my students are coming in with a strong basis on
concepts from the previous lesson.
What misconceptions
might students have about One misconception that students might make is not understanding why making the array into
this content? pairs is the most efficient way to know if a number is even or odd.
Students may not understand how arrays relate to larger numbers.
That just because a number can be split into equal groups, this does not mean that
number is even.
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson? Whole group lecture
Examples include guided Center rotations.
release, 5 Es, direct Partner work
instruction, lecture,
Turn and talk
demonstration, partner word,
etc.)
Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to 10:30 responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be am e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) 10:35 Evaluation).
am
Where applicable, be sure to Morning Routine Activities:
address the following: 1. Restroom
What Higher Order 2. Write in planner
Thinking (H.O.T.) questions 3. Get water
will you ask? 4. Sharpen pencils
How will materials be 5. Complete bell work
distributed? 10:40
Who will work together in am
groups and how will you Teacher reviews the exit ticket and the students reflect on the
determine the grouping? lesson in their daily reflective journal. If the student feels confident
How will students about the lesson, then they rate the lesson as a check plus. If the
transition between student feels their misconceptions were cleared after we went over
activities? the exit ticket as a group then they give themselves a check. If the
What will you as the student rates themselves a check minus they still feel lost about the
10:45 lesson concept.
Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
teacher do? am
What will the students do?
What student data will be The students work on the application problem of the day.
collected during each 1. Students solve individually
phase? 10:50 2. Check with their academic partner
What are other adults in am 3. Teacher goes over common misconceptions
the room doing? How are
they supporting students Sprints: Students work on fluency and complete a leveled
learning? 10:55 addition/subtraction list which contains 45 equations in under 3
What model of co-teaching am minutes.
are you using?
10:55
- 1:05 Review rotation expectations and transition to center rotations.
1:05 - Rotation 1
1:20
1:25 - Rotation 2
1:40
1:45
Rotation 3
1:55
Rotation 4
Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
AM Groups (heterogeneously paired)
Group 1 Group 2 Group 3 Group 4
Order of Order of Order of Order of

stations stations stations stations
1. Fluency 1. Teacher 1. Review 1. Problem
:Xtramath Station Station Set
2. Teacher 2. Problem 2. Fluency: 2. Review
Station Set Xtramath station
3. Problem 3. Review 3. Teacher 3. Fluency:
Set Station Station Xtramath
4. Review 4. Fluency: 4. Problem 4. Teacher
Station 5. Xtramath Set Station
Academic Academic Academic Academic
Partners: Partners: Partners: Partners:
E.L. & C.A. A.N. & A.M. E.L. & K.Y. A.U. & M.I.
Academic Academic Academic Academic

Partners: Partners: Partners: Partners:
G.A. & D.A. C.M. & B.K. & M.H. M.A. & R.A. & B.R. S.M. & A.I.
Center Descriptions
Teacher Station:
Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
1. The teacher will ask the students to read the I can statement
of the day I can investigate the pattern of even number
0,2,4,6 & 8 in the ones place, and relate to odd numbers.
2. The teacher will ask the students to turn and talk about what
the word investigate means.
3. The teacher will then have the students share their definitions
4. The teacher will then put their definition into the I can
statement to explain the lessons concept into a second-
grade language.
5. The teacher will then have the students draw one square tile
and label how many square tiles there are underneath.
6. The teacher will ask Is this number odd or even The number
1 is odd so we will under line that number.
7. The teacher will then add a square tile (2 total square tiles)
and ask Is this number odd or even. The number 2 is even
so the students will circle the number
8. The teacher and students will continue this pattern until the
number 9.
9. The teacher will then ask Why is this number even?
10. The expected student response will be because there
are no numbers left behind!
11. HOTQ: The teacher will then draw the number 9 is
equal groups of 3 and ask is the students Theres no number
left behind. Is this number even? And have the students turn
and talk.
12. The teacher will answer their discussion by drawing
nine into pairs. The answer is that odd numbers have one
buddy left out when paired and highlight the differences
Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
between equal groups and paired numbers.

13. The teacher will then ask How about larger numbers?
How do I know 22 is even? Do I want to draw 22 circles?
14. The students will respond.
15. The teacher will then ask the students how to tell is a
number is even if we do not draw an array.
16. The students will turn and talk.
17. The teacher will then ask the students to share.
18. The teacher will highlight that the ones place in a
number will always be the deciding factor of whether a
number is odd or even.
19. The teacher will then have the students erase their
boards.
20. The teacher will write various numbers and have the
students write whether the number is odd or even. If the
student receives a correct answer, they will write a point on
the top of their board. Whoever has the most points will
receive a group silent cheer.
21. After the 15 minutes are complete, the students will
wipe their white boards clean and cap their markers and
transition to the next station.
What will you do if a student struggles with the content?
Teacher Station
If a student is struggling with the content in the teacher station, the teacher will provide
immediate and personal feedback to the student. This can be accomplished because the
focus is more personalized and catered to a smaller group of students. Errors are also
easier to identify in small group.
Fluency: Xtramath
Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
If a student is struggling with Xtramath, then the program automatically identifies the
areas which the student needs to improve on and caters to the errors.
Review Station
If a student is struggling in the review station the first step they should take is to consult
your academic partner. The next step is to consult their group to see if the entire group
can work together to solve the problem. The last step is to consult a teacher about the
issue. If the issue regards behavioral which inhibit learning concerns then I am to be
consulted immediately.
Problem Set
If a student is struggling in the review station the first step they should take is to consult
your academic partner. The next step is to consult their group to see if the entire group
can work together to solve the problem. The last step is to consult a teacher about the
issue. If the issue regards behavioral which inhibit learning concerns then I am to be
consulted immediately.
What will you do if a student masters the content quickly?
Teacher Station:
The teacher will select appropriate questions if the group or certain students master the
content quickly. I.e.: Using larger numbers.
Xtra Math:
Students may go onto either ZEARN.org or ABCmath.com. Zearn.org is a leveled website
that supports the Eureka curriculum and can fill in the gaps from a previous lesson or
preview the lessons ahead. ABCmath.com is an interactive game which challenges
students on the concepts of multiplication through a game. The target focus is an
understanding of equal groups.
Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
Review Station:
If a student masters the content early then the student will play games that reinforce
addition and subtraction concepts.
Problem Set Station:

If a student masters the content early then the student will play games that reinforce
addition and subtraction concepts.
Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
This lesson connects to my students interests because this concept leads into the
foundations of multiplication. My class is eager to begin this lesson and I often challenge
the students to bring authentic scenarios of which they have applied the concept.
If applicable, how does this lesson connect to/reflect the local community?
N/A
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Fluency: Xtramath
Xtramath responds to how well a student is accomplishing the tasks of Xtramath and
caters to the individual students and produces the proper level of rigorous questions.
Students also work on Zearn.org which supplements the Eureka curriculum at the
Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
students pace (this can mean working ahead and previewing upcoming lessons).
Teacher Station
Students who are quickly understanding the material at my station receive questions
from me which puts the new learned skills in various applications. The most critical being
an authentic task.
Review Station
Students who complete the must do tasks including Number of the Day worksheet,
Problem Set lesson __ and, math journal vocabulary. The students then can work on
various games to strengthen their addition and subtraction fluency.
Problem Set Station
The students then can work on various games to strengthen their addition and
subtraction fluency.
How will you differentiate instruction for students who need additional
language support?
TPR (total physical response)

Manipulatives
Visual Representation
Accommodations (If AM Class

needed) B.K. will receive instruction through ESE services in a small group setting.
(What students need specific C.M.: Will receive verbal encouragement and redirection.
accommodation? List A.N.: Will receive verbal encouragement.
individual students (initials), PM Class
and then explain the J.U.: Will receive and abundance of redirection, verbal encouragement and, any word
Taught: Math Size:
2nd Grade Whol
e
Grou
p
Small
Grou
p
accommodation(s) you will questions read to him

implement for these unique C.H.: May work on her own any time she deems necessary.
learners.)
Materials
(What materials will you use? Teacher Station
Why did you choose these Whiteboard
materials? Include any Dry erase markers
resources you used. This can
also include people!) Review Station
Review sheet for review station
The Line (all pieces included)
Addition Tic Tac Toe (all pieces included)

Problem Set Station
Eureka Math curriculum problem set (lesson 19)
Addition war game (all materials included)
The Line game (all materials included)
Addition Tic Tac Toe (all materials included)
Fluency: Xtramath
5 I-pads and/or laptops

Level 4 Internship CT Lesson Plan 3

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Level 4 Internship CT Lesson Plan 3

Hochgeladen von

Copyright:

Verfügbare Formate

USF Elementary Education Lesson Plan Template (S 2014) Name: Ellyn Foster

Grade Level Being Subject/Content: Group Date of Lesson: 4/5/2017

Objectives- What are you

concept? why the pattern exists.

Why is it important for students to learn this concept?

Evaluation Plan- How will Formative Evidence:

What Content Knowledge

What a row is. (covered in lesson 1)

What do you know about their readiness for this content?

Students may not understand how arrays relate to larger numbers.

AM Groups (heterogeneously paired)

Group 1 Group 2 Group 3 Group 4

Order of Order of Order of Order of

Academic Academic Academic Academic

between equal groups and paired numbers.

What will you do if a student masters the content quickly?

Problem Set Station:

TPR (total physical response)

Accommodations (If AM Class

accommodation(s) you will questions read to him

Das könnte Ihnen auch gefallen