Lesson Planning Waynesburg University Pre-Instructional Planning: The thought process that leads to the development of quality, meaningful

lesson plans
Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students) 1st Grade 2 learning support 1 autistic Who (if anybody) will assist with the presentation of this lesson, and what will their role be? N/A What is the long range goal(s) that is tied to this lesson? 90 mins What is the specific learning objective(s) for this lesson? SWBAT: add together double numbers. What prerequisite skills/knowledge will students need to effectively access and participate in this lesson? Meaning of adding Adding symbols Use of tools to help with adding When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning maintenance lesson, or learning generalization lesson?) learning generalization lesson When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?) One day Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab) AND what materials will be needed? The classroom Materials: blackboard, chalk, adding prezi, projector, computer, exit slip, DI worksheets three levels. Why are you planning to teach this lesson? Why must this information/skill be presented to the students? This lesson with teach the students a strategy when it comes to adding doubles. How does this lesson relate to the PA Academic Standards?
2.2.1.A: Apply concepts of addition and subtraction to solve problems up to ten. 2.2.1.B: Demonstrate strategies for addition and subtraction in order to solve single- and double-digit addition and subtraction problems. n 2.2.1.D: Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.
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How does this lesson relate to the previous lesson? How does this lesson relate to future lessons? It is another lesson that presents a strategy to help adding quickly

How will you determine if students have met the lesson objective? (Think assessment) The students will complete an exit slip. How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group activities, cooperative learning groups) Whole group then move into DI

Lesson Planning Waynesburg University Writing the lesson plan: Translating thoughts into a plan of action _____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson: (Provide Standard number and statement)
2.2.1.A: Apply concepts of addition and subtraction to solve problems up to ten. 2.2.1.B: Demonstrate strategies for addition and subtraction in order to solve single- and double-digit addition and subtraction problems. n 2.2.1.D: Estimate values, sums, and differences of quantities and conclude the reasonableness of those estimates.
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Lesson Objective(s) (Stated in observable and measurable terms) SWBAT: add together double numbers.

Assessment Plan (What will be done to determine if lesson objectives have been met?) At the end of the lesson the students will complete an exit slip.

Materials: The classroom Materials: blackboard, chalk, adding prezi, projector, computer, exit slip, DI worksheets three levels. Inclusion Techniques for Students with Special Needs: All students with special needs will be included in the large group instruction; they will be placed in DI groups based on needs. Enrichment Techniques: The gifted students will be placed in DI groups based on ability

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to participate in the lesson):

The lesson will be modified as needs. At the need of the lesson the students will be broken up into DI groups and the activities are going to be modified based on their completion of the exit slip. Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set: Review counting by 2s from 0 to 100.

Give every student two animal crackers. The students are broken up into groups of two. The students are going to talk about have many animal crackers they have all together and different strategies the used to solve the problem. Discuss as class. Write strategies on the board. Detailed Teaching Sequence: (Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred) Bring up Prezi presentation o Present word problem and discuss different ways to solve Talking about addends. When two addends are the same they are called Double Addends. Show examples of number sentences with the same addends. o Discuss th4e relationship with the answers of number sentences with the same addends.

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Talking about even numbers and the relationship between double addend problems. Show number line

Guided Practice/Independent Practice/Assessment Activities Complete exit slip Place students into DI groups

Closure: Students write a double addend number sentence and draw a picture that relates to the picture.

Lesson Planning Waynesburg University Post-Instructional Reflections and Evaluation: Using self-evaluation to enhance professional development
What do I think about the overall lesson?

What were the lesson strengths, and what were the lesson limitations?

What if anything was missed/omitted during the pre-instructional planning?

What if anything was missed/omitted during the writing of the lesson plan?

Were the lesson objectives met?

What facilitated and/or hampered efforts to reach the lesson objectives?

How effective was the Assessment Plan?

What facilitated and/or hampered the implementation of the Assessment Plan?

Did the lesson accommodations and modifications and the inclusion and enrichment techniques enable ALL students to gain access to and participate in the lesson?

If I were to teach this lesson again, what would I do differently?