Generic Lesson Plan Form

Subject: __Math_____ Activity:__Lesson 1-2___Setting:_Emily Ks Classroom______________# of Students:_27_____

Statement of Objective: *Observable/Measurable (A,B,C,D) *GLCE/IEP Materials: *Prepared and organized *Available for all

GLCE: N.ME.04.01 Objective: Given worksheets P and R, the class will finish the worksheets and have a success rate of 80% or higher. Teacher: Teacher curriculum book, projector, empty projector sheet, transperancy chart from page 8, dry erase marker/eraser, copies of chart for students Student: Whiteboards, markers, erasers, workbooks, scrap paper, pencils

Accommodations

Opening: *Gain attention/motivate *Activate prior knowledge ~link/relate; assess; prepare for new learning (e.g. vocabulary) *State goals/set purpose ~explain task: why, what, how, and when for strategies *Clear directions

I will lead the students through rocket math. This should only take 5 minutes or less. Have students get out their dry erase boards, markers, and erasers. o Make sure students put their markers and erasers at the top of their desks and away from their hands. o Students will stay at their desks Make sure students are ready to learn. If not, have them do a brain gym exercise. Address to whole class: o Who can remind me what we did yesterday? o Remind students of this problem:What if I gave you this number 200,000,000+ 80,000,000 + 1,000,000 + 400,000 + 20,000, how would you write that in standard form? o Why do you think it is important to learn numbers that are greater thousand? Today we are going to learn how to represent numbers in the millions. Well learn how to write it in different forms, and how to use our chart to help us.

I am giving each student a copy of the chart on pg. 8. They will be able to use this to complete their worksheets and study for their test. Cam: During this part of the lesson Cam will be doing worksheets already given to him that are at his level. I will be circulating around the room at this time in order to keep an eye on everyone in class. I will also be calling on all the students who want to participate. During this time I will be moving around the room checking students answers on their whiteboards. Cullen: Cullen will have difficulty focusing or he may not do the work. I will make sure to go near him and ask for answers to help keep him engaged. Brandon: Brandon will also be very distracted. I will address him, like Cullen.

Presentation: Teacher: *Variety of learning (T/S, S/S, S/T) *Organizational framework ~construct, clarify, and link concepts in a meaningful context *Present visually, verbally, kinesthetically, real world (e.g. LESH) *Model and think aloud to make visible ~language practices/processes ~learning strategies and adaptations (how, when and why) ~organization, relationships, and clues *Transfer of control ~students explain, justify, clarify, etc. *Clear directions *Check for understanding ~appropriate feedback: praise, prompt probe/question (in ZPD) ~assess/error drill ~monitor and adjust instruction Students: *Participation ~overt and active ~instructional dialogue, think aloud, explain, justify, evaluate, etc. Guided Practice: *Activity related to presentation/objectives *Active student participation ~provide rationale for assignment ~multi-sensory and real world ~instructional dialogue *Transfer of control ~students explain, justify, clarify, think aloud *Check for understanding ~ensure high success rate

I will write the number 281,420,000 on the board. I will then ask students how they think I should fill in my chart. When asking the students I will ask them to explain their answers. I will then ask the students to write the expanded form on their white boards. I will then ask a student to explain how they came to their answer. I will then do a think aloud on how to write the number in word form. o When doing word form I know I start left to right. I see I have 2 hundred million, eighty million and one million. o I know that this wording doesnt make sense. I have to say 2 hundred eighty one million. o Finish think aloud using this process for the thousands and ones.

Do a think aloud with number 1 on page 9. o Good job students! Now if I were given this number how should I think about writing it in expanded form? o Lets see, I know I can use my chart and this will help me. o Doing this I can see where my numbers line up and add the correct amount of zeros. Have students work with their elbow partner to do the following practice problems. Students will have to write the problems in standard form, expanded form, and word form. o 147,036,267 o 352,100,978

During this time I need to make sure I keep an eye on Kylie, Abby, Brandon, and Cullen to make sure they are staying on task and getting the correct answers, and help them understand if

~appropriate feedback: praise, prompt, probe/question (in ZPD) Individual Practice: ~assess/error drill ~monitor and adjust instruction *Management/monitoring ~scan, circulate, assess, support, praise

If students show clear understanding have them do the R side with their across partners and P side for homework.

Closing: *Adequate time *Students summarize content and accomplishments *Assess/identify new goals *Link to future learning

o o

Ask students if they have any questions. When close to recess time have students put away their work in their planner/folder and remind them that it is due tomorrow.

more instruction is needed. For the partner groups I will have the students use who is sitting across from them Adjustments may be needed depending on student attendance. Make sure students who dont finish the worksheet put it in their traveling folder.

Reflection: __________________________________________________________________________________________________ ___________________________________________________________________________________________________