Generic Lesson Plan Form

Subject: __Math_____ Activity:__Lesson 1-4___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 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

GLCE: N.ME.04.01 Objective: Students will tell in words what is known and what needs to be determined in given word problems with a 80% success rate. Teacher: Teacher curriculum book, projector, empty projector sheet Student: Whiteboards, markers, erasers, workbooks, scrap paper, pencils 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 Please do the following problems: 2698+9471 3789+2697 o Go over problems with students

Accommodations

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 ~appropriate feedback: praise, prompt, probe/question (in ZPD) Individual Practice: ~assess/error drill ~monitor and adjust instruction

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Who knows what a story problem is? o Call on a few students. o Write down main thoughts Great, now were going to learn how to read and understand story problems in math. There are 3 Main Steps (these will be presented visually on overhead)

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Step 1: What do you know Tell the problem in your own words Identify key facts and details Step 2: What are you trying to find? Tell what the question is asking. Show the main idea. Step 3: Solve the problem and show your work.

Work with students on pg. 4 of workbook R side. Call on students to answer questions 1-3 o Make sure to ask students how they know. Have students work on P side individually or in pairs depending on how students react to lesson. I will have the students take this home for homework if it isnt finished.

For this part of the lesson I will have Cullen, Aby, and Kylie come work with me at the back table because they are very low readers and I dont want them to get frusterated with the reading when Im assessing their math skills. My MT will be circulating around the classroom

*Management/monitoring ~scan, circulate, assess, support, praise 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.

answering other students questions. Make sure students who dont finish the worksheet put it in their traveling folder.

Reflection: __________________________________________________________________________________________________ ___________________________________________________________________________________________________