Generic Lesson Plan Form

Subject: __Math_____ Activity: Sections 1-5 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 compare and order numbers through 999,999,999 Teacher: Teacher curriculum book, projector, empty projector sheet, example of number line 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 Call students to the carpet by the whiteboard. 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: What is greater? 535 or 545 What is greater? 989 or 898?

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 *Management/monitoring

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Who knows what a number line is?? o Call on a few students. o Write down main thoughts This is a number line. (Show overhead number line) Do a think aloud on how to use a number line using the warm up problem. Ask students if there is another way to compare numbers. Highlight the answer of using the back door and rounding up or down. Write 1-4 stay the same, 5-9 round up and give example on how to do this. Do example C in the book.

Have students work on pg. 5 of workbook R side in their table groups. 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 place value blocks available for the students who need tactile items to do this activity.

~scan, circulate, assess, support, praise Closing: *Adequate time *Students summarize content and accomplishments *Assess/identify new goals *Link to future learning

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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.

Reflection: __________________________________________________________________________________________________ ___________________________________________________________________________________________________