ED 345 Calvin College Teacher Intern Lesson Plan Template #2

Teacher Intern: Annie Kim Date: March 27 Mentor Teacher: Yanbo Chen
Grade Level: second Subject/ Topic: Math-finding key words
Approx. time spent planning this lesson: 1h30min
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions:
The main focus of the lesson is to teach students how to solve word problems. Students should be able to answer
questions related to measurement in Chinese by finding the key words. It is impossible for them to be able to read and
understand every Chinese characters in the word problem, but knowing how to find key words can help them to find out
what each problems are asking for.
Brief Context:
Because we are Chinese immersion class, students should also know how to answer mathematical problems in Chinese.
Based on what they learned from previous lessons, they will be able to answer word problems related to measurement
and data.
Prerequisite Knowledge/Skills:
Chinese, measurement and analyzing data
Lesson Objectives/Learning Targets Aligned Assessments
The learner will: I will assess learning by:
1. Be able to learn key words in Chinese 1. Students’ work on P. 829 of the textbook
2. Be able to solve the word problems by finding 2. Students’ answer and participation during large
the key words group lesson

Standards Addressed: N/A

Instructional Resources and Materials:
envision math textbook, whiteboard, projector, key word cards
Consideration of Learners:
This lesson is mainly to teach language part and provide linguistic support for all students as we are in Chinese immersion
class. I will provide visuals and movements into the lesson for all students.
Individual Accommodations:
For students who need mathematical support, go over the graph together and ask questions that will help them to think
about the problem. For extension, students can write their own word problems.
DOMAIN 2: THE CLASSROOM ENVIRONMENT
Covenant Management:
To build a safe learning community, students will respect other students and teacher by listening carefully. We are going
wait for others and help them if they need more support.
Conduct Management
Whole group attention strategies: boys vs. girls, ask for volunteers who are sitting down quietly and paying
attention
Individual student redirection strategies: call on names, go closer to them, ask specific questions
Content Management:
When they are sitting on the table, make sure they are looking up and listening to the teacher. They should put their
pencil down when teacher is modeling or talking. They will write when teacher’s done.
Physical Environment:
Students are sitting down on the carpet for the first half, and they are sitting on their table for the second half.
DOMAIN 3: INSTRUCTION- [Content Management]
Motivation/Opening/Intro:
 We are going to learn how to find key words in the word problems 关键字
 Make sure you look for these words when solving a word problem
Development:
 Teach students key words by showing them key word cards and add gestures.
 比~少/多， 最多， 最少，中共, etc. (compare to, most, least, in total,etc.)
 Practice this several times. When teacher shows them card, they will show the gesture, and vice versa.
  Go over p.829 of the math textbook and circle the key words together as a whole group.
Closure:
 After finding all the key words together, they will then work on those word problems by themselves.
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
Reflection after teaching the lesson:
It is still difficult for students to find those key words, especially those whose Chinese aren’t fluent. I think it would be
better if they could make their own key word cards. This way they can not only practice writing, but also help them to
recognize those words. This also engage all students into learning process.
I think it would be helpful if I could take students who are struggling on the carpet to provide additional support.
Evidence of professionalism: