Lesson Plan 1 Unit/Class/Grade

Lesson Planning, Videotaping, Analysis and Reflection
Lesson Plan 1
Unit/Class/Grade:
Unit 4- Understanding Subtraction; 4-4 Introducing Subtraction Number Sentences; 1st grade
Standard(s):
1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all
positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number
to represent the problem.
1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the
relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 =
4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known
equivalent 6 + 6 + 1 = 12 + 1 = 13).
Duration: 30-45 min
Language Supports:
-Certain teachers speak different languages and can assist.
-Students who speak the same language may also assist.
-Translation corner on white board or chart which has numbers in native language matched up
with the English words for the same numbers.
-Use of manipulatives.
-Visual representation of the problem
-Draw visuals on math workbook page if there is not one
Materials Needed:
-whiteboard and whiteboard marker
-math workbook
-doc cam
-screen to display from doc cam
-marker
Objective(s): Possible Challenges /Misconceptions:

Students will be able to write and solve -not understanding what certain questions are
subtraction number sentences. asking
-not understanding part-part-whole
-not understanding when to subtract and when to
add
Formative Assessment: Asking students to answer questions while working on the workbook
page; observing students as they complete their pages and give feedback when needed;
Opening: (Hook) (2 Teacher Actions Student Actions

min)
-Done by CT -Done by CT
Introduction: (You -Done by CT -Done by CT

do) (15 min)
Body of lesson: (We -Facilitate completion of the -Follow along while doing workbook
Do) (15 min) workbook pages 41-42 page
Students working on -Read directions and call on -answer questions when called upon
content - teacher students to answer each question -ask questions if they are not sure
observes students, or part of a question -fill out each question/part of a question
monitors their -ensure that each person at each as it is completed as a class
progress, and table gets a chance to answer
provides clarification -while students are filling out each
as necessary answer, walk around room
-ensure students are following
along
-offer corrective feedback when
needed; such as writing numbers
correctly, answers, etc.
-answer questions when they arise
Closure: (I Do) (3 -fill in any gaps of understanding -ask questions

min) -go over another problem the next -participate in problem if needed
Wrapping Up - day if students don’t understand
teacher facilitates
group discussion,
helps students share
their work/progress,
helps students make
connections, and
ensures that big
ideas are brought
forward
Lesson Plan 2
Unit/Class/Grade:
Unit 4- Understanding Subtraction; 4-5 Stories About Separating; 1st grade
Standard(s):
equivalent 6 + 6 + 1 = 12 + 1 = 13).
Duration: 30-45 min
Language Supports:
Materials Needed:
-dot talk visuals
-math workbook
-doc cam
-marker

Students will be able to tell and act out stories -not understanding what certain questions are
about separating to find how many are left. asking
add
min)
-Ask students to turn to a buddy -Quickly find a buddy on the carpet
-Have them tell buddy everything -Tell them everything they know about
they know about subtraction subtraction
Introduction: (You -Write the problem “There are 7 -participate in math talk
do) (15 min) fish in a bowl. 4 fish jump out. -answer each question posed
How many are left in the bowl?” -respectfully disagree with others if
_____ - _____ = ______ necessary, while supporting their
-Draw the problem as well. reasons
-Facilitate completion of the
subtraction sentence by asking
students each step of the problem
-Write the problem “There are 5

fish in a bowl. 2 fish jump out.
How many are left in the bowl?”
_____ - _____ = ______
-Draw the problem as well.

-Read directions and call on -answer questions when called upon
students to answer each question -ask questions if they are not sure
or part of a question -fill out each question/part of a question
-ensure that each person at each as it is completed as a class
table gets a chance to answer
-while students are filling out each
answer done, walk around room
along

day if students don’t understand
Lesson Plan 3
Unit/Class/Grade:
Unit 4- Understanding Subtraction; 4-6 Stories about Comparing; 1st grade
Standard(s):
equivalent 6 + 6 + 1 = 12 + 1 = 13).
Duration: 30-45 min
Language Supports:
Materials Needed:
-dot talk visuals
-math workbook
-doc cam
-marker
-connecting blocks

Students will be able to tell and act out -not understanding what certain questions are
comparing stories to find how two groups are asking
different. -not understanding part-part-whole
add
min) -Build two block towers (each
tower should have different -answer questions when asked
number of blocks) -two students will hold towers as an
-Have two students come hold the example
block towers
-ask students the number of blocks
in each tower
-ask which tower has more blocks
-ask which tower has fewer blocks
Introduction: (You -Write the problem “(Student A) -participate in math talk

do) (15 min) has 8 markers. (Student B) has 5 -answer each question posed
Getting students markers. How many more markers -respectfully disagree with others if
ready - teacher does Student A have than Student necessary, while supporting their
introduces the task B?”” reasons
and makes sure _____ - _____ = ______ -two students will hold blocks to help
students understand show problem
what they are trying _____ more markers
to accomplish, but -Have students whose names were
not how they are to used hold block towers
do it representing the number of
markers in the problem
-Write the problem “(Student A)

has 5 markers. (Student B) has 3
markers. How many fewer
markers does Student B have than
Student A?””
_____ - _____ = ______
_____ fewer markers
-Have students whose names were

used hold block towers
representing the number of
markers in the problem
as necessary answer done, walk around room
along

Wrapping Up - day if students don’t understand
teacher facilitates
group discussion,
helps students share
their work/progress,
helps students make
connections, and
ensures that big
ideas are brought
forward
Lesson Plan 4
Unit/Class/Grade:
Unit 4- Understanding Subtraction; 4-7 Connecting Addition and Subtraction; 1st grade
Standard(s):
equivalent 6 + 6 + 1 = 12 + 1 = 13).
Duration: 30-45 min
Language Supports:
Materials Needed:
-dot talk visuals
-math workbook
-doc cam
-marker

Students will be able to write related addition -not understanding what certain questions are
and subtraction facts. asking
add

min)
Introduction: (You -Draw two rows of circles -participate in math talk
do) (15 min) >one row has 8 circles -answer each question posed
Getting students >second row as 3 circles -respectfully disagree with others if
ready - teacher _____ + _____ = ______ necessary, while supporting their
_____ - _____ = ______ reasons
introduces the task -Facilitate completion of the -two students will hold blocks to help
and makes sure addition sentence by asking show problem
students understand students each step of the problem
what they are trying -Write each number in a different
to accomplish, but color
not how they are to -explain the numbers in the
do it addition sentence are in a family
-ask students if you can put
another number in the family
>give examples (answers should
be no)
-draw a house on the board with
the numbers in it

Write each number in the
corresponding color
-ensure they are using the numbers
from the addition sentence
-Draw two rows of circles

>one row has 9 circles
>second row as 6 circles
_____ + _____ = ______
_____ - _____ = ______
addition sentence by asking
-Write each number in a different
color
-explain the numbers in the
addition sentence are in a family
-ask students if you can put
another number in the family
>give examples (answers should
be no)
-draw a house on the board with
the numbers in it

Write each number in the
corresponding color
-ensure they are using the numbers
from the addition sentence
as necessary answer done, walk around room
along

Lesson Plan 5
Unit/Class/Grade:
Unit 4- Understanding Subtraction; 4-8 Problem Solving: Using Objects; 1st grade
Standard(s):
equivalent 6 + 6 + 1 = 12 + 1 = 13).
Duration: 30-45 min
Language Supports:
Materials Needed:
-dot talk visuals
-math workbook
-doc cam
-marker

Students will be able to use objects to act out -not understanding what certain questions are
and solve subtraction story problems. asking
add

min)
Introduction: (You -Write the problem “There are 7 -participate in math talk
do) (15 min) flowers on the board. (Student -answer each question posed
Getting students Name) picks 3 flowers. How many -respectfully disagree with others if
ready - teacher flowers are left? “ necessary, while supporting their
introduces the task _____ - _____ = ______ reasons
and makes sure -Draw the problem as well.
students understand -Ask students how many flowers
what they are trying should be crossed out to show our
to accomplish, but problem.
not how they are to -Cross out 3 flowers
do it -Facilitate completion of the
-Write the problem “There are 8

flowers. (Student name) picks 5
flowers. How many flowers are
left?”
_____ - _____ = ______
-Draw the problem as well.
-Ask students how many flowers
should be crossed out to show our
problem.
-Cross out 5 flowers
as necessary answer, walk around room
along

Step 4 Reflection
I was able to meet TPE 5.7 through the writing of the “Context” assignment and in
planning my lessons. Through writing the “Context” assignment, I was able to think about,
reflect, and acknowledge the academic proficiency of my students in English and in their
primary language. I realized that many of the Emergent Bilinguals in my class have a higher
English proficiency and lower proficiency in their native language. I did acknowledge and
consider that a few of the students still struggle with their English proficiency, as well as having
low proficiency in their native language. One student in particular just immigrated, and she has
very low English proficiency and a high proficiency in her native language. I made sure that I
took all of this into account when planning my lessons for the week. When planning my weekly
lessons, I tried to consider what might best help my students with low English proficiency to
better understand the material. I also considered the students who are not bilingual but still have
lower proficiency in subject areas. Many of my students seem to be visual learners, so I tried to
make sure that I included visuals in the lesson. This would also help my student who recently
immigrated because she uses the visuals that the math workbook provides to help her complete
the assignment. I also tried to consider the academic language my students would need to know
for the lessons. I had planned on using Google Translate to look up the words, but I did not get a
chance to do so. Rather, I used the terms that I know to help communicate with my student in
Spanish.
I met TPE 3.2 and 3.5 in the way that I organized the math talks and the completion of
the math workbook pages. When doing the math talks, I made sure that the problems were
presented both in written form and in visuals. Students were able to explain their reasoning in
any way that they wanted, using visuals, word problems, etc. When I called on my students with
lower English proficiency, I tried to give more prompting and guiding to help them give an
answer and a reason. I would try and use the visuals more since many seem to rely on those most
of the time. I also tried to speak in Spanish with the student who immigrated to help her better
understand what I was asking and help her give an answer. She is able to answer in Spanish or
English, depending on her comfort levels. I also allow other students who speak the language to
assist her if need be. When doing the math workbook pages, I try to draw a visual of the problem
if one is not given. Again, I will speak to the student in Spanish when I call on her. I will also
spend more one-on-one time with her if she doesn’t seem to be understanding a particular
problem.
I was able to meet TPE 4.3 by making sure that I give each student an equal chance to
answer questions, both during the math talk and the workbook page, by monitoring the time and
making judgements on when to move on based on the students and the time available, as well as
using movement through the room to monitor students. During the math talk, I make sure that I
am not calling on the same students each time. I try and make sure that other students get a
chance to answer questions. If the student is not sure, I will help to guide them and prompt them
to the answer. If the students seem to be getting antsy or are ready to move on, I will end the
math talk early and move on. However, the opposite applies. If they seem to need more time, I’ll
try and spend a bit more time. During the completion of the math workbook page, I walk
throughout the classroom while the students are finishing up answering the problem we just
finished. I use this time to help with class management, as well as to help students if they seem
to struggle, give corrective feedback if needed, etc.

I was able to meet TPE 1 through ensuring the classroom environment is supportive and
encouraging, as well as making sure that the students allow others to have equal access to
learning. I try to make sure that the students are encouraging to each other. I also try to make
sure that I give praise when needed. I give praise during the math talk, facilitation of the math
workbook page, as well as while I am walking around the room. I make sure that if there is
teasing or less encouraging behavior occurring between students that that behavior is stopped
and we discuss encouraging each other. I make sure that all students have equal access to
learning through making sure everyone gets a chance to speak, other students are not talking
while me or another student is, etc. This helps to make sure that all students feel included and do
not miss out on instruction because of misbehavior. I speak in Spanish to my particular student to
help her feel more comfortable in the classroom, and assist her with curriculum and other things.
I also ask other students who can speak some Spanish to assist her if I am unable.
Step 6-Student Work Analysis

Overall, I think the class performed well on the assessment. They all were able to answer
the questions when called upon, many moved ahead while working, and most were able to
complete the worksheet. There were a few who were not able to answer the last couple questions.
I am not sure if that was due to the timing of the end of the lesson, or if they didn’t know how to
answer them. The last question was difficult for a majority of the class, so I had to walk them
through the problem to help them determine what the answer was.
I feel that my planning with a focus on the emergent bilinguals helped them and the
others in the class to access the content. I think that my use of visuals helped them to better
understand the content and problems easier than if I had just given them the word problem.
There were many times where students would draw a visual or I helped them to draw one while
they were working at their desks. This seemed to make it easier for them to understand the
question, as well as how to solve it. With my student who has very little English abilities, I’m not
sure how much she understood versus how much she copied. During desk work, especially math,
she tends to copy her neighbor’s work, but she also had a tendency to be able to move forward
on her own. Her abilities to do both varies, and it is difficult to tell when she is copying or when
she is able to do it on her own. However, I think she did more copying on this assessment than
her own work. There were several times I saw her copying her neighbor, and I also had to assist
her and lead her in the right direction to answer the question. I think if I was able to do this
lesson again, I would look up more of the vocabulary terms in Spanish so that I could better
assist her with her work. I think this would create more access to the content and allow her to
work more independently, rather than relying on copying her neighbor’s answers.
I learned that there are several ways that teachers can modify instruction for the Emergent
Bilinguals in their class(es). I thought that there was only one way someone could use at a time,
but doing these activities and planning with a focus on emergent bilinguals helped me to realize
that teachers can incorporate several instructional supports to help their students. I also learned
that not every student is going to understand the content for the first time. I think that using
different instructional supports during the lessons will help those students to better understand. I
learned that using different instructional supports not only makes it easier for emergent
bilinguals and the rest of the class to access the content, but it also helps students with many
different learning styles.

I think I will continue to use many of the instructional supports I used in my lessons. I
felt that using the visuals, reading slowly and clearly, giving ‘sentence’ frames, etc. helped
students to have a better idea of what they were supposed to do and what they were supposed to
learn. Using them also helped to differentiate the instruction. In terms of what I would do
differently, I think I would translate more of the vocabulary terms into Spanish to better help the
student who doesn’t speak English. I would also try to create a translation chart for her and the
rest of the class to see. I would also put the translations into different languages that other
emergent bilinguals in the class speak in order to better cater to them as well.

Lesson Plan 1 Unit/Class/Grade

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Lesson Planning, Videotaping, Analysis and Reflection

Duration:​ 30-45 min

Objective(s)​: Possible Challenges /Misconceptions​:

Opening: (Hook) (2 Teacher Actions Student Actions

Introduction: (You -Done by CT -Done by CT

Closure: (I Do) (3 -fill in any gaps of understanding -ask questions

Duration:​ 30-45 min

Objective(s)​: Possible Challenges /Misconceptions​:

-Write the problem “There are 5

-Draw the problem as well.

Closure: (I Do) (3 -fill in any gaps of understanding -ask questions

Duration: ​ 30-45 min

Objective(s)​: Possible Challenges /Misconceptions​:

Introduction: (You -Write the problem “(Student A) -participate in math talk

-Write the problem “(Student A)

_____ fewer markers

-Have students whose names were

Closure: (I Do) (3 -fill in any gaps of understanding -ask questions

Duration: ​ 30-45 min

Objective(s)​: Possible Challenges /Misconceptions​:

Opening: (Hook) (2 Teacher Actions Student Actions

-Facilitate completion of the

-​Draw​ two rows of circles

-Facilitate completion of the

Closure: (I Do) (3 -fill in any gaps of understanding -ask questions

Duration: ​ 30-45 min

Objective(s)​: Possible Challenges /Misconceptions​:

Opening: (Hook) (2 Teacher Actions Student Actions

-Write the problem “There are 8

Closure: (I Do) (3 -fill in any gaps of understanding -ask questions

to struggle, give corrective feedback if needed, etc.

Step 6-Student Work Analysis

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