Formal Observation Lesson Plan

2016-2017

LESSON INFORMATION
Teacher Gomez
Lesson Content Math
Grade Level 3 Grade
rd

Pacing Please check one:

____ Introduction of a new lesson
or unit
__x__ Continuation of a previous
lesson or unit
_____ Review/reteach of material
recently introduced
Date of Formal Observation Monday, April 10, 2017
Time of Formal Observation 1:00-1:45
STANDARDS and DIFFERENTIATED INSTRUCTION
Recognize area as additive. Find area of rectilinear
Common
figures by decomposing them into non-overlapping
Core
rectangles and adding areas of the non-overlapping
Standards parts. (3.MD.&d)
ELP
Standard(s) N/A
if applicable
Manner in which teacher plans for various modalities and learning levels
within the classroom.
Differentiat I will provide tiles to those students who arent
ed understanding.
Instruction

MATERIALS/RESOURCES and TECHNOLOGY INTEGRATION

Instructiona
l Materials Hover Computer Cam, Projector, Graph Paper, Tiles (if
and needed), Worksheet, Exit Ticket.
Resources
TW use teacher laptop and projector to model a question
Technology
from the graphic organizer, Play video as an anticipatory
Integration set for engagement..
EEI (ESSENTIAL ELEMENTS OF INSTRUCTION) LESSON PLAN ELEMENTS
REQUIRED
 Statement(s) that identify what students should know and be able to do in a
particular content area. Teacher will identify 9state) the student learning and
Student- behavior
friendly Teacher Actions: Student Actions: SW
Objective TW introduce objective to students. read the objective as
-I can find the area and perimeter of a a class.
rectilinear figure.

Anticipatory The process of focusing students on the current lesson objective through
covert and/or overt participation by connecting to the students prior
Set knowledge and past experiences. Teacher gives students the purpose of the
Past learning.

Experie Teacher Actions: TW play youtube Student Actions: SW

video http://www.showme.com/sh/? watch video
nce
h=SkI6nXE
(tying
Rectiliner Area & Perimeter
new
learning
to old)
Active
Participa
tion
Releva
ncy
(purpose
)
Instructional Delivery: Teacher plans for IRAQ (Information, Response, Activities,
Questions)
Strategies utilized by the teacher to actively engage (overtly, covertly, or
combination of both) in the learning.
Active Strategies: Each student will TPS with their partner and
Engagemen share answers. SW give thumbs up or down if they agree
t with each statement.

Providing students with explicit step-by-step demonstration to ensure correct

performance (I do). OR if lesson is exploratory in nature, teacher provides
thinking probes or facilitates discussion.
Teacher Actions: TW model two Student Actions: SW
Modeling rectilinear figures on graph paper follow and copy
and solve area and perimeter teacher on their own
graph paper to solve
area and perimeter.
Guided The students and teacher have the opportunity to repeat the correct
performance together. This should, through the gradual release of
Practice responsibility, progress to the teacher facilitating students working together to
demonstrate correct performance (We do). Teacher assisted practice so
teacher can analyze student progress and MONITOR AND ADJUST
instructional delivery.
 Teacher Actions: TW do worksheet Student Actions: SW
and ask higher thinking questions TPS answers to
to guide students through question questions asked by
1. teachers and solve
problem along with
teacher.

Practice provides students with opportunities to independently demonstrate

their understanding of the concept (You do). Allow students to apply the new
learning on their own, either in seatwork, cooperative groups, learning
centers, projects, or homework.
Teacher Actions: Circulate and Student Actions: SW
Independen engage with students. independently to
t Practice solve problems 2-8.

Closure Any point in a lesson in which the teacher has students summarize their new
learning. Students make the connection for relevancy of what they have
Active learned.
Participa Teacher Actions: TW ask students to Student Actions: SW
tion share with each other how to find share their group
rectilinear area and perimeter, and findings with their
Stude
why rectilinear area/perimeter is partner and TPS at
nt important to know in real life? table.
Summar
y
Releva
ncy
Methods for checking for understanding throughout the lesson, either formally
or informally and at the end of the lesson to determine if the learning objective
was met
Formative- TW hand out an exit ticket to assess students
Assessment knowledge on lessson.