Teacher Education Lesson Plan Template

Teacher: Christina Tucker Date: February 13, 2020

Title of Lesson: Unit 3 Boot Camp Cooperating Teacher: Mrs. Duesberry

Core Components
Subject, Content Area, or Topic
Math 8, Unit 3 Review
Student Population
67 Students in 3 classes, 40 Male, 27 Female, 23 IEP, 3 Gifted/Talented

Learning Objectives
Students will work on their lowest SOL strand and complete a knowledge check.

Virginia Essential Knowledge and Skills (SOL)

8.16 The student will a) recognize and describe the graph of a linear function with a slope that is
positive, negative, or zero;
b) identify the slope and y-intercept of a linear function, given a table of values, a graph, or an
equation in y = mx + b form;
c) determine the independent and dependent variable, given a practical situation modeled by a
linear function;
d) graph a linear function given the equation in y = mx + b form
VDOE Technology Standards
Chromebooks, Schoology, IXL
English Language Proficiency Standards (ELPS)
N/A
Materials/Resources
Desmos Scientific Calculator, handheld scientific calculators, pencil, paper, Chromebooks,
markers, SOL 8.16 note sheets, Mastery Charts
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
15 *Anticipatory Set
TTW put directions for the warm-up quiz on the smartboard for students to keep all of their
belongings on their desk because they will be moving into small groups. There will be no
warm up so students do not get out paper and pencil since they will be moving.
*State the Objectives (grade-level terms)
I can work on my mastery chart and improve my lowest SOL skill.

30 *Instructional Input or Procedure

TTW then tell students to get into groups for small group instruction/ review of Unit 3. TTW
read the names of the pre-determined groups and have student move to the specific
tables with a specific teacher/tutor. TTW have some students in their group who are
working on SOL 3.16c. TTW go through the notes part of the sheet and then have
students do the practice problems one at a time while checking as a group between each
problem. Once the students have completed the sheet, TTW instruct them to complete an
IXL that is in their folder on Schoology and then to complete the exit ticket quiz that is also
in Schoology. Then, the students who also need to work on SOL 3.16d will stay in the
group and complete the next sheet. Once students finish all of the 3.16 worksheets that
they had low scores on, they will be given their mastery charts that should already be filled
out. If they are not filled out, students will go onto the mastery tab of Schoology and fill in
the chart. Then, students will find their lowest scoring SOL on their mastery chart and
work on the IXL. Once they are confident, they will complete the exit ticket quiz on
Schoology for that SOL.

15 *Modeling
TTW model questions on the 3.16c and 3.16d sheets for students in small groups. TTW
explain that the dependent variable “depends” on the other variable.

*Check for Understanding

TTW check for understanding in small groups by watching each student answer the
practice problems. TTW ask students what is the most confusing or hardest part for them
in this SOL strand and pinpoint what students are struggling with or not understanding.
*Guided Practice
TTW guide students in small groups to correctly identify types of problems and know the
process to solve them. TTW walk around when finished with small groups and watch
students are working independently and guide students who are struggling.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
15 *Independent Practice
TSW complete IXL’s and exit ticket quizzes on their lowest SOL strands.

Assessment
TSW complete at least one exit ticket before the end of class. Most students will complete
multiple.
5 *Closure
TTW make sure each student has taken at least one exit ticket quiz and have students
share which skill(s) they have worked on during class.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Reading each question aloud for guided problems.
Use of small group with inclusion teacher.
Having extra practice for students who finish early (online review test, IXL).
Classroom Management Issues (optional)
TTW walk around the classroom when students are working independently to make sure students
are on task. TTW keep an eye on groups that do not have a teacher sitting immediately with them.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015