ED 345 Calvin College Teacher Intern Lesson Template

Teacher Intern: Sophia Kim Date: September 18, 2018

Grade Level: 3rd Grade Subject/ Topic: Math – Post Assessment
Approx. time spent planning this lesson: 1.5 hrs.
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Today, we are done with our first unit and ready to move onto the next unit which is
the continuation of other basic facts.
Brief Context: Students will be pouring out their facts by drills, test and flashcard drill.
Prerequisite Knowledge/Skills: All of the facts that we have learned.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Show the teacher what they have learned so far 1. Writing down all the products on a paper and
in this unit. have a volunteer come up the board to write it
down. (Timed)
2. Taking the test that the teacher has made.
3. Lining up to be checked with their flashcard facts.
(5s,2s,4s,3s)
Standards Addressed in Lesson:
CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects
each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when
56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal
shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be
expressed as 56 ÷ 8.
CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and
measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the
problem.1
CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For
example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 ×
6=?
CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when
multiplied by 8.
CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division
(e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from
memory all products of two one-digit numbers.
CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using
properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number
can be decomposed into two equal addends.
Instructional Resources:
 Whiteboard and whiteboard markers
 Paper for the drill
 Test made by the teacher
 Uncut flashcard (Teacher’s copy)
  Pointer to point to the facts (uncut flashcards)
 Timer
 White table (at the back of the classroom)
 Grade sheet (to check which facts the student knows)
 Binders (blue and red) to cover up the paper.
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
- Grace will be escorted by one of the classmates to let her develop her independency in her school life to room
101. She will working on her calendar work.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan to build or
strengthen relationships and community: student-student & teacher - student.]
Teacher to students
 If a student is doing an excellent job like doing what they are supposed to do, teacher will appreciate the
students by giving a high five or a compliment like “Way to go!”
 Smiles will assure the students that they are doing a great job!
 Teacher will be going around making sure they are doing their work.
 When the teacher is going around the class, if a student makes mistake, say the sentence “That’s okay!
Everybody makes mistakes!” – We are all here to learn not to be perfect.
Student to Student
 Students will be working at their seats and will be asking questions to each other questions in a spy voice.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
ENCOURAGEMENT IS THE KEY!
- Clapping rhythm
- Raise your pinky! Raise the other pinky! Wiggle your pinky!
- Whisper the instruction once and let the students work. Students will for sure ask what the instruction was, and
then the teacher will remind the students that listening will help if they listen.
- Flatt tire! – Teacher Shhhhh! – Students
- Encourage the students to be quiet while they are working on their student reading page. Model by saying the
reminder in a careful voice.
Strategies you intend to use to redirect individual students:
- If the student is distracting, teacher will ask “Are you distracting or listening?”
- If a student is blurting, stop a minute and remind them to raise their hands if they have something to say.
- Say “It would be really nice if you are participating…” instead of calling names.
CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.
- Going to the bathroom: Knocking signal from the student and the teacher replies back with the same signal!
- Everybody should have listening ears whenever a teacher and other peers are talking. Their hands should be
down when someone is talking.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.
- Students will be at their desks to answer the drills and test.
- Students will be lining up at the back of the classroom in one of the tables that the teacher will be asking their
facts.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro:
 Start cheering that we are done with one unit and compliment the students that they did an excellent job.
  Teacher will tell the students that we will be having a review by writing all the facts that we know on a piece of
a paper from the 5s, 2s, 4s, and 3s. Tell that this is timed.
 Then, teacher will hand out the paper to write on their facts that they know.
 Teacher will say that we will write down the 5s and click on the timer for 2 minutes.
 Teacher will pick a volunteer to come up and write down the 5s on the board. This is only for those who are
done within the 2 minutes.
 Teacher will say that we will write down the 2s and click on the timer for 2 minutes.
 Teacher will pick a volunteer to come up and write down the 2s on the board. This is only for those who are
done within the 2 minutes.
 Teacher will say that we will write down the 4s and click on the timer for 2 minutes.
 Teacher will pick a volunteer to come up and write down the 4s on the board. This is only for those who are
done within the 2 minutes.
 Teacher will say that we will write down the 3s and click on the timer for 2 minutes.
 Teacher will pick a volunteer to come up and write down the 3s on the board. This is only for those who are
done within the 2 minutes.
Development: [It may help to number your steps with corresponding times.]
 Teacher will ask the student to go get their blue and red binders to cover up their paper.
 Teacher will tell that it is test time with our Liz. (Liz is a virtual test guide on the test paper!)
 Teacher will go over the expectations of the test.
 Teacher will hand out the test to the students.
 Students will start to answer the test.
Closure: (Be creative and consider authentic audiences for the work. Think beyond giving an assignment or
independent practice.)
 Once the students are done with the test, ask the students to line up in front of the white table to be checked
with their facts on 5s, 2s, 4s and 3s.
 Teacher will test on the student’s knowledge of the facts that we have learned.
 If the student fluently knows their facts, put a check mark on the right column to the grade sheet.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
 I did not just plan on having the students be tested on paper. Instead, I used multiple ways to be tested on
their facts.
 I made the test paper not as boring as it can be.
REFLECTION AFTER TEACHING THE LESSON:
First of all, it was a good thing that I made the students work work work on those drills and test today. Even though
their amount of work is tremendous for the Math session, I thought that they can do it. Also, this is a way for me to
see what the students do not get from my lessons. A thing that I will do better next time is to lines on the drill paper. I
just gave a clean sheet where the numbers were not in line. Prompting is the key for the 3 rd graders. Another one that
I should think about is the necessity of timing the drills. I still don’t know if timing the students is a great idea. One
thing that I am proud about is that I had a virtual guide for the test and the students were really excited to answer the
test! I really loved their reaction where they will be working with Liz and coming up with different ideas about Liz!