UTC GENERAL EDUCATION LESSON PLAN TEMPLATE (Four page limit)

PRELIMINARY INFORMATION

Candidate: Date developed:

Morgan Owensby 08/20/2017

Lesson Title: Date of lesson:

Reviewing expressions 08/26/2017

Grade Level: 6th grade Knowledge domain/subject: Operations and Algebraic

Number of students: 24 thinking (OA): Mathematics

Unit/theme: Period/time/estimated duration:

Writing and interpreting expressions 60 Minutes

Where in the unit does this lesson occur? Structure(s) or grouping for the lesson (all that apply):
The first day of the unit Whole Group; Cooperative

**USE COMPLETE SENTENCES IN RESPONDING TO ALL OF THE FOLLOWING LESSON PLAN ELEMENTS**

INFORMATION ABOUT THE CONTEXT, including diversity of the students (females/males, children with IEPs/504
plans, specific language needs, other learning needs, etc.). What supports, accommodations, modifications will
be provided?

There will be support provided around the classroom with peer guidance and teacher help. Each project and
assignment is expected to be complete to the best of the individuals ability. The rubric can be modified for children
who have IEPs and 504s and will not receive and failing, or non-satisfaction grade for not reaching expectations. One
student will have a paraprofessional helping him with the language barrier.

There are: 13 boys and 2 girls

IEPs/504: 2 students
Language: 1 student

RESOURCES, materials, technology, equipment for the lesson (Simply list all materials you will use)
White Board
Chips
PowerPoint

CENTRAL FOCUS (The big idea being taught through a content area. Be sure to check for specific criteria in
YOUR handbook!)

The central focus is to interpret numerical expressions to change without evaluating them and write numerical
expressions. This is any introduction and refresher to move onto writing and solving expressions with variables.
JUSTIFICATION/RATIONALE for your plan (Why are you teaching this lesson at this time for these learners? How
does yesterdays lesson connect to todays experiences?)

I will be teaching this lesson as a pre-assessment to the learning that is about to come. Students will be required to
show their understanding of pulling information out of problems and properly setting them up. This will allow me to
know where I should start my lesson on pulling information out of text and representing unknown numbers with
variables. This is connecting to the prior standard of understanding solutions of equations.

PRIOR KNOWLEDGE OF CHILDREN ([1] List learners community, personal, & cultural assets. [2] What do they
already know about the subject?)

Students will have prior knowledge of understanding solutions of equations. Students should also understand the
importance of order of operations and how to get outcomes contingent on the operations.

LEARNING OBJECTIVE (S)

The students will be able to write numerical expressions and interpret numerical expressions.

CONTENT STANDARDS (list strand, grade, standard number, and write out the standard)

5. 0A.A.2 Write simple expressions that record calculations with numbers and interpret numerical expressions without
evaluation them.

ACADEMIC LANGUAGE DEMANDS (Return to your central focus and specifically identify the following:)

LANGUAGE FUNCTION: Write and Interpret numerical expressions

Language Demand Students will need to understand, read, and record correct vocabulary.
DISCOURSE: Writing and interpreting numerical expressions by reading and writing
SYNTAX:
LANGUAGE SUPPORT
There will be a PowerPoint with appropriate language and symbols to be referred to for the students. I will also be
circulating the room to make sure students are using correct diction while referring writing and interpreting
expressions.
Vocabulary:
Evaluate
Interpret
Operation
Expression

PLAN FOR ASSESSMENT OF STUDENT LEARNING (How will you know and document students progress toward
the objectives?)

Diagnostic/pre-assessment:
I will use probing questions and circulate the classroom during class instruction to see where students are with the
content. I will listen to their input and it will be easy to understand where students need review.

Formative assessment/feedback to learners:

The card game will be one form of assessment for students to prove that they understanding modeling and
interpreting expressions. I will also be collecting sticky notes at the end of class with the students feedback and
questions for the next day.

EXPECTATIONS FOR STUDENT LEARNING (YOUR CRITERIA FOR ASSESSMENT) (How will you SHOW/TELL
students what exceptional work looks like? What will meet your expectations? Fall below your expectations? Attach
any rubrics you will use.):
Student participation and engagement will be the main factor in this lesson. I want to know what students know and
where they are with the basic content before moving into solving and representing complex equations.

Exceed expectations:
The student answered various questions and gave helpful information to the class.

Meets expectations:
The student answered a couple of questions and gave their input and ideas about the material.

Below expectations:
The student did not participate in the lesson nor did they communicate with the teacher or peers.

PROCEDURES FOR THE LESSON (describe with EXPLICIT DETAILS every step of the lesson so that another
teacher could replicate your plan exactly!):

I will ask students to start the class by talking to their partner about order of operations and to jot their ideas about the
material. They will then share their ideas with the class. We will make sure that everyone understands this process
before moving on. (10 minutes) We will then move into reviewing and learning how to interpret and write expressions
by pulling information out of texts and visuals. Students will be looking at examples that I give on the board. They will
be writing expressions based on the examples. (10 minutes) After looking at word problems together, the students
will then see the expressions shown in a visual model, counting chips. Students will be asked to write 3 verbal models
for each expression. (10 minutes) After students understanding interpreting and writing fractions, they will come to the
board and create their own problem with the visual chip model. (10 minutes) Each problem will be solved and
discussed. The students will be split into groups of 4-6 and each group will have a deck of cards. I will have students
create an expression and the team with the highest value using the correct order of operations wins 4 points on their
homework grade (15 minutes). Students will be asked to write 2 things they learned new, 2 things that were review,
and 1 thing they want to learn the next day on a sticky notes and pass it to the teacher on their way out the door. (5
minutes)

LIST THE HIGHER-ORDER (CRITICAL) QUESTIONS YOU WILL ASK STUDENTS IN THIS LESSON:

Why is it important to know how to interpret expressions?

Why is it important to write expressions with correct order of operations?
What are some techniques to use when pulling information out of a text?
What happens if you dont interpret expressions in the right way?

BEGINNING: Anticipatory set/lesson launch/hook (How will the students gain the necessary
information in order to successfully accomplish the objective? Will you read a text together? View a video?
Go on a field trip? Listen to a guest speaker? Ask questions? Model? Engage in a discussion?)

Students will be engaged in this lesson in multiple ways. Students will be able to ask questions during a whole group
setting to clarify any confusion on writing and interpreting expressions. I will also be modeling many examples so
students will see what is to be expected of their work to come. I will also ask probing and higher order thinking
questions to get students involved and thinking deeper into their learning. Students will also be engaged by getting
into small cooperative learning groups. They will talk to peers to connect new knowledge with their prior knowledge
and come to the board to show what they know. Students will be representing expressions nonlinguistic
representations by using manipulative. The students will then get new perspectives on the material from their peers.

MIDDLE: Instructional strategies to support student learning (What ideas/texts/experiences develop their
understandings? How will you promote discussion? How will you engage students in critical thinking/learning
(individuals, small, whole groups)? Use technology? Promote academic language?
Students will be engaged in this lesson in multiple ways. Students will be able to ask questions during a whole group
setting to clarify any confusion on writing and interpreting expressions. I will have a PowerPoint so students will have
a visual. I will also ask probing and higher order thinking questions to get students involved and thinking deeper into
their learning. Students will also be engaged by becoming the teacher. They will be asked to come to their board and
represents expressions for their classmates to solve and check. This will give them the chance to prove that they
really know what the lesson is asking of them rather than just sitting at their seat taking notes and answering
questions.

END: Closure (How will you end the lesson in a way that promotes student learning and retention? How are the
children sharing/ modeling the lesson objective for that learning experience?)

The students group work and card game with wrap up the lesson. It will show their understanding of representing and
interpreting expressions in the correct order. The last seven minutes of class students will be filling out a sticky notes
with information they learned from class. They will need to write 2 new things they learned, 2 things that were review,
and 1 thing they want to learn the next day. I will collect this at the end of class. I will use the feedback to drive
instruction for the next day.

DIFFERENTIATION/EXTENSION (How will you provide successful access to the key concepts by all the students at
their ability levels?) Supporting students with special needs (accommodations/modifications required by the IEPs/504
plans and other ways youll address diverse needs):

Challenging experienced learners:

I will challenge experienced learners by asking them to come to the board first and create their own model. I will also
ask them to share how and why they chose the graph they did so I can see if they are really thinking on an
experienced level or not.

Facilitating a classroom environment that supports student learning:

I will differentiate and create a classroom environment where students will be paired with high-low students. The high
students will get more exposure to the topic because they will get the opportunity to check the other students work.
They will also be able to teach the other students easier ways or a way they better understood the lesson. The lower
child will also benefit from getting peer help and hearing a different perspective of writing and interpreting
expressions.

Extension:
I will be circulating the room as students are answering questions on the board and doing independent work.

WHAT IFs (Be proactive; consider what might not go as planned with the lesson. What will you do about it?)
What if students . . .
If students are not having any trouble with writing and interpreting expressions, they will be asked to peer tutor with
a student partner who is not understanding. The student will not know they are being strategically matched with lower
students. However, they will have plenty of opportunity to explain, practice solving, and creating expressions in
different ways other than just quietly solving a problem.

What if students cannot . . .

First, we will be doing many examples in a whole group setting before students are asked to perform on their own. If
students still cannot write and interpret expressions, I will be walking around the room helping them and showing
them different techniques.

REFERENCES (cite all sources used in the creation of this lesson including URLs, journals, etc.)

TN State Standards: https://www.tn.gov/assets/entities/education/attachments/std_math_gr_6.pdf