PLANNING, PREPARATION

Planning, Preparation, Instruction, and Assessment

Myra Verdes

Regent University
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Introduction

Children are unique individuals and deserve the best education. Every year, teachers

have the opportunity to know and teach a distinct group of children. They come from different

life experiences and backgrounds. Students are entitled to superior classroom instruction and

they attend school to learn. Therefore, teachers implement instructions based on student's age,

interests, and abilities.

Rationale

Throughout my graduate studies and student teaching, I had the opportunity to create

numerous lesson plans. I have learned how to create my own lesson from scratch and how to

incorporate pre-made lessons into my own plans. These plans include a pre and post assessment

aligned with the Virginia Standards of Learning similar to the artifacts attached.

The first artifact a sample of the assessment that students were given to determine what

the students know before and after the unit is taught. For this instance, the pre-assessment is the

exact questions as the post-assessment which was given at the end of the unit. The pre-

assessment was beneficial to the cooperating teacher and me as we prepared our lesson plans. It

helped arrange the rotation of small groups depending on their prior knowledge. Also, it gave me

an idea of what content to focus on the most for each group.

Next artifact displays a copy of a lesson that I used during the unit. It provided how

much preparation took place in order to implement the best instruction for all students. My

instructions had a variety of activities that gave students the experience to learn the content using

manipulatives and differentiated instruction.

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This leads to the other artifact with the scores of those assessments. It was a useful tool

that showed how much the students know about addition and subtraction. The students did not do

well on their pre-assessment as seen on one page with scores below fifty percent. However, the

post-assessment showed great progress for all students in the class. From these scores, it is

evident that I was successful with my instructions of the unit and the students were able to use

what they have learned into the final assessment.

Reflection on Practice

According to Richard Kindsavatter, instruction is the focal point of teaching and

teachers have the role in providing a productive atmosphere (1988). Teachers must teach the

proper materials in order for students to become successful in the classroom. The final scores,

seen in one of the artifacts, demonstrate how students absorb the material and they effectively

use the knowledge. It displays how students are working in a productive atmosphere and students

are continuously learning.

The lessons found in my artifact follow Robert Marzano's thoughts on how student

achievement is affected by what is taught to student (2009). Without teacher preparations in the

creation of lesson plans and execution of instruction, students would not have accomplished the

way they performed on the post assessment. Then what they learned from this particular unit will

proceed to the next set of materials students will learn.

In addition, Wiggins and McTighe believe that teachers are designers and our job is

crafting curriculums that meet specified purposes (2005). It is important to consider the desired

learning outcome before thinking about what we need to do or how we need to teach the

materials (Wiggins and McTighe, 2005). The idea of backward design was beneficial in the
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creation of how I planned my small group lessons. It provided the process of how to ensure the

desired result or skill is mastered by the end of a unit. The bottom line is not about the high

scores, it is the learning that the student accomplishes.

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References
Kindsvatter, R., Ishler, M., & Wileu, W. (1988). Dynamics of Effective Teaching. Longman Pub
Group.
Wiggins, G. P., & McTighe, J. (2005). Understanding by Design . Alexandria, VA: ASCD.
Wong , H. K., & Wong, R. T. (2009). The First Days of School: How to be an Effective Teacher.
Mountain View: Harry K. Wong Publications, Inc.
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Artifacts
Name: __________________________ Date: _________________

Adding Whole Numbers

Assessment: MA.2.2.2 The student will, given two whole numbers whose sum is 99 or less, estimate and find the sum with or without
regrouping. (SOL 2.6; Computation and Estimation)

1. What sum is represented on the number line? _________

27 66

0 ?

How do you know?

2. First write the number represented using Base-10 blocks in the table below. Estimate the sum of the 2 numbers and then add them
together.

Base-10 Model Number Estimate

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Sum
3. Estimate the sum of these 2 numbers and then solve. Be sure to show your work using pictures or words.

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55 29
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13. Estimate: ________ Total: ___________

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16. I estimated the sum of 28 + 23 to be 70. Is this a reasonable estimate? _______

17. Why or why not?
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23. ______________________________________________________
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25. ______________________________________________________
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33. Teacher Education Lesson Plan Template

34. Teacher: Myra Verdes 35. Date: December 7, 2016

36. Title of Lesson: Estimating & Adding 2 Digit Numbers 37. Cooperating Teacher: Mrs. Richardson

38.

39. Core Components

 40. Big Idea from Unit:
41. Computation and Estimation

42. Subject, Content Area, or Topic

43. MATH

44. Student Population

45. 17

46. Essential Question(s) for Lesson:

47. Why is estimation important?

48. How do I know if my estimation is reasonable?

49. How do I use addition in my daily life?

50. Learning Objectives

51. The student will, given two whole numbers whose sum is 99 or less, estimate and find the sum with or without regrouping (focus this quarter is without regrouping).

52. Virginia Essential Knowledge and Skills (SOL)

53. MA 2.2.2 The student will, given two whole numbers whose sum is 99 or less, estimate and find the sum with or without regrouping (focus this quarter is without regrouping).

54. VDOE Technology Standards

55. English Language Proficiency Standards (ELPS)

56. Materials/Resources

57. Base 10 Blocks

58. My Addition Board

59. Dry Erase

60. High Yield Instructional Strategies Used (Marzano, 2001)

61. Check if Used 62. Strategy 63. Ret

urn

64. 65. Identifying Similarities & Differences 66. 45

%

67. 68. Summarizing & Note Taking 69. 34

%

70. 71. Reinforcing Efforts & Providing Recognition 72. 29

%

73. 74. Homework & Practice 75. 28

%

76. 77. Nonlinguistic Representations 78. 27

%

79. X 80. Cooperative Learning 81. 23

%

82. X 83. Setting Goals & Providing Feedback 84. 23

%

85. 86. Generating & Testing Hypothesis 87. 23

%

88. 89. Questions, Cues, & Advanced Organizers 90. 22

%

91.

92.

93.
94. High Impact Learning Strategies

Manipulative
95. Visible Thinking Strategies

My Addition Board
Task Cards
Base 10 blocks
96. DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS YOU WANT FOR YOUR STUDENTS?
 97. Check if Used 98. Strategy 99. Ret
urn

100. X 101. Teach Others/Immediate Use of Learning 102. 95

%

103. X 104. Practice by Doing 105. 75

%

106. X 107. Discussion 108. 50

%

109. X 110. Demonstration 111. 30

%

112. 113. Audio Visual 114. 20

%

115. 116. Reading 117. 10

%

118. 119. Lecture 120. 05

%

121.
122. Safety (if applicable)

123.

124.
Time
126. Process Components
125.
(min.)

127. 128. Engage/Explore/Anticipatory Set-

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129. In the small groups, I will begin by asking for an entry ticket. They will bring their math journal to the table answer one Base Ten Puzzle problem.

130. 131. *State the Objectives/Purpose for Lesson (grade-level terms) Use I Can Statements

132. -We can estimate and add the sum of two whole numbers.

133. 134. Explain/Instructional Input or Procedure

135. Students at the small group will work on the Base Ten Puzzle. Then students will discuss how they came up with the correct puzzle piece. Then we will explore Base Ten blocks to
review double digit addition.

136. 137. Explain/ Modeling-

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138. Small Group- The students will be divided into their math groups and at the teachers table, we will work together adding using Base Ten blocks. TTW will model and walk through the
first two addition problems for the students with the use of the manipulative. For example, 21 + 46, ttw have 2 tens and 1 ones to show 46 and 4 tens and 6 ones. Then ttw
demonstrate how to add them together by counting the blocks.

139. 140. *Check for Understanding-

141. As we work on the addition problems at the teachers table, the teacher will quickly assess which students understand how to add depending on their responses.

142. 143. Extend/Guided Practice-

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144. During the small groups, the teacher will work through the different problems and help any students that have any questions.
145. 147. Extend/Independent Practice-
40 148. The students will be working in their groups as they rotate through their math stations for about 20 minutes per rotation.

149. -Computer: Math Magician & TenMarks Adding 2-digit and 1-digit addition with visuals
146.
mins
150. -My Addition Board (students roll numbers, estimate, and add)

151. -Double Digit Spider Task Cards

152. 153. Evaluate/Assessment

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154. TTW observe and assess how well the students are understanding the addition problems in the small groups by giving students task cards to work on.

155. 156. *Closure

157. Small group exit ticket: Answer problem similar to what they will see on the assessment on Friday. Students will clean up their stations and everyone will meet on the carpet and
discuss how well they did during their rotations.

158. Differentiation Strategies (are you differentiating content, process, or product and how are you differentiating by readiness, interest, learning modality).

159. -Small groups are based on the students pre-assessment score

160. -Arrangement of groups move on a daily basis based on their understanding from the previous days work

161. -Struggling students will be given more time to practice with simpler equations using base-ten blocks while others move to more complex equations

162. -Struggling students will be given extra time at the teachers table while others rotate on time

163. Classroom Management Issues (optional)

164. TTW separate students who get distracted easily by another student. TTW prepare materials ahead of time.

165. Students can stand or sit during small group

166. Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part of the lesson would you change? Why?

167. *Denotes Madeline Hunter lesson plan elements.

168.

169. 170. 171. 172. 173.

174. Intern Signature 175. 176. Cooperating Teacher Signature 177. 178. Date

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