v6_LP_Template_A_15pts_10-5-23 (1) (1)
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School
National University College *
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Course
650A
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
9
Uploaded by hipporenee9
Course A Lesson Plan Template and Rubric (15 pts.)
Use with ITL550A Observation 1-2 and ITL650A Observation 1-2-3
*Please do not submit this lesson template as part of your official CalTPA Assessment to the CTC. This lesson plan was designed to provide a lesson plan for your clinical practice course work and practice
for your CalTPA submission.
Directions: Use knowledge about your students to establish content-specific learning goal(s) and ELD goal(s) for English learner(s) to develop your lesson plan. Your lesson plan must be grounded in a UDL approach. Be sure to include supports and adaptations throughout your lesson plan for your focus students.
Lesson Overview
Title of lesson [ 7-5 Add and Subtract Fractions ]
Subject [ Mathematics ]
Grade level [ 5 ]
Time frame [ 30-45min ]
California Content Standard(s) and/or Curriculum Frameworks* [ CA CCSM 5.NF.A.1 Number and Operations-Fractions
Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 5/12 = 23/12. (In general, a/b +c/d = (ad+bc)/(bd.)]
*Content Standards and Curriculum Frameworks
You must use current California Content Standards and/or Curriculum Frameworks and current California English Language Development (ELD) Standards.
Math CA Standards: https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf
o
Example Math citation: CA CCSSM Grade.Domain.Standard.Number.Write out the standard o
Ex. CA CCSSM 2.MD.3 Estimate lengths using units of inches, feet, centimeters, and meters
Literacy CA Standards: https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
o
Example Literacy citation: CA CCSSELA Strand.Grade.Number.Letter.Write out the standard o
Ex. CA CCSSELA RF.5.d.Decode words with common prefixes and suffixes
Single Subject CA Standards: https://www.cde.ca.gov/be/st/ss
Be sure to write out the content and ELD standards and not refer to only the content or ELD standard number.
Content-specific learning goal(s)
[ Students will be able to identify unlike denominators.
Students will be able to rename fractions with equivalent fractions.
Student will be able to identify least common factors.]
*Content Learning Goal
Supports content standard, promotes higher-order thinking, is grade-level appropriate, and is measurable.
Students will be able to identify and analyze at least 3 character strengths.
California ELD Standard(s)** [ Part 1: Interacting in Meaningful Ways, (A) Collaborative, (1) Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics ]
**Citing ELD Standards
English Language Development Standards should be cited from Chapter 3 of the current California English Language Development Standards publication. You are not required to include students’ developmental level in your citations. The citation should include the following information: The part number (I, II, or III), the letter and
name of the heading, and the standard number. The standard can be copied and pasted into your submission directly.
Example citation from third-grade ELD Standards: “Part I: Interacting in Meaningful Ways, (C) Productive, (11) Supporting own opinions and evaluating others’ opinions in speaking and writing.”
Example learning goal based on third-grade ELD Standard: “Students will be able to support at least one of their own opinions and evaluate a friend’s opinion as they discuss ‘The Three Little Pigs’ in small groups. “Students will write about at least one of their own opinions of one character from the story in a short paragraph.”
ELD learning goal(s) to support English learners, including reclassified English learners, in the lesson (ELD learning goals must also be included in bilingual classroom settings)
[ Students will be able to orally discuss, explain and identify the common and noncommon denominators. Students will be able to use those identifications in order to complete the addition
and subtraction of fraction problems. ]
*ELD Goal
Supports the ELD standard and the Content Learning Goal. Content of Lesson
Based on student assets, what do you expect students to deeply understand about the lesson? What do you expect students to retain after the lesson and use in future learning?
[ Students have been previously taught how to find the “Least Common Factor,” this asset will allow students to be able to complete first step in adding and subtracting fractions with noncommon denominators. I expect students to deeply understand how to rename the fractions due to students knowledge with their multiplication facts and finding the least common factor. ]
*Assets
Focus on students' strengths, valuing them for what they bring into the classroom, rather than characterized by what they may need to work on or lack. Student assets include diversity in thinking, traits, and intelligences, as well as unique experiences or skills.
What misunderstandings or misconceptions do you expect students might have from the lesson?
[ Based on my students’ previous actions, some students might have difficulty with remembering the process of renaming uncommon denominators as an equivalent fraction. Some students might rush the process and not remember that what we do to the denominator must be done to the numerator in order to keep the new fraction equivalent to the previous fraction. ]
What knowledge, skills, and abilities (higher-order thinking and academic language development) do you expect students to have after engaging in the lesson?
[ Students will be asked to use higher-order thinking in order to construct the addition and subtraction problems properly. Students will be able to formulate their answer by assuring they have the common denominator to find the equivalent fractions for the provided fractions apart of
the addition/subtraction problems. Students will use higher-order thinking while using both addition and subtraction of fractions to solve two-step problems. ]
*Higher-Order Thinking and Academic Language (ALD)
Critical thinking beyond knowledge and understanding; analyzing, evaluating, interpreting, synthesizing, transferring.
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Academic Language (ALD)
Refers to oral, written, auditory, and visual language proficiency. The language used in classroom lessons, books, tests, and assignments that students are expected to learn and use
effectively.
Assessment/Checking for Understanding
What essential questions will you ask to determine if students are not yet meeting, meeting, or exceeding the learning goal(s) of the lesson?
[ What is the numerator? What is the denominator
Do we have a common denominator?
How do we find the common denominator? What is the term?
How do we know when to add our fractions and when to subtract the fractions? ]
What will students do to demonstrate achievement of content during the lesson?
[ Students will demonstrate achievement by doing problems 7-18 successfully on their guided practice worksheet with correct formulas and/or diagrams. Students will also demonstrate achievement by communicating correct academic language (i.e., denominator, rename, least common factor) with their collaborative partner. ]
How will you know that content-specific goal(s) are being met? [ I will know the content goal is being me by walking through the classroom and listening in on student conversations for correct academic language. I will know the content goal is being met by asking checking for understanding questions. Students will be asked to complete two questions on they are shown the answer and will be asked to share what part of the problem they got wrong, if they did not answer correctly. ]
How will you know that ELD goal(s) are being met? [ I will know that the ELD goals are being met by listening for academic language when discussing with their partner and sharing out to the class (i.e., add, subtract, fractions, denominator, rename, etc.) There will be scaffolding to ensure that students hit their goals. ]
Structured Student Learning Activities
Based on student assets, what activities will the students be involved in during the lesson to support, engage, and challenge their achievement of the content-specific learning goal(s)?
[
As a class, students will have a two-step division pre-assessment question. We will work out the problem together and students will be randomly picked along every step. Students will also be asked for checking for understanding along every step of the way with a thumbs up, down or side.
Students will watch a video that will better explain how to complete two-step addition and subtraction fraction problems. Throughout the video, students will be asked to discuss each step in their own words to their shoulder problems.
After the video, students will work on two problems with guidance from the teacher.
Students will then be asked to complete one problem at a time on their own. Students will then be shown how to complete the question they just finished and follow along as the example is being shown. Students will show with their thumbs if they were correct with each step in the problem.
Students will independently work on questions 7-18 on their guided practice page. ]
Based on student assets, what activities will English learners be involved in during the lesson to support, engage, and challenge their achievement of the ELD goal(s)?
[ Based on my English Learners assets of not being afraid to speak to others, students will be able to collaborate with a partner and actively discuss their work. Students will be paired with a partner who is able to support/guide them as their explain the problems. ]
How will you group students and manage group work (whole class, small group, pairs, or individual) to support student learning?
[
Whole class instruction will be direct and full of modeling. Teacher will be checking for understanding by using equity sticks for responses.
Partner grouping will be with their elbow partners. Students will be able to speak to their
elbow partners before equity cards are pulled in order to get an answer. This will allow students to have collaborative talking about each problem.
Students will be working individually during their formative assessment, questions 4 and
5. ]
How will you engage students in higher-order thinking (i.e., analysis, synthesis, evaluation, interpretation, and transfer) activities?
[ Students will engage in higher-order thinking throughout the lesson by being able to synthesis the steps of addition and subtraction of fractions. Students will be able to evaluate word problems and interpret the fractions in the problems in a proper model to explain their answer. ]
Instruction to Support Learning
What instructional strategies will support student learning through multiple modalities?
[
Students will be given the opportunity to Think-Pair Share with their shoulder partner which will show their comprehension of the lesson by highlighting the patterns and relationships of the numbers in the problems provided to them.
Students will be using appropriate vocabulary and symbols in order to succeed in the lesson. Students will be given the correct model and language in order to communicate successfully to their partners which will promote understanding across the classroom. ]
*
Instructional Strategies
The techniques instructors use to deliver their lessons. Ex. think-pair share, Socratic seminar, collaborative learning, scaffolding, modeling, direct instruction, etc.
Multiple Modalities
An instructional practice used to improve student engagement that addresses different learning styles. The four main learning modalities are visual, auditory, kinesthetic, and tactile. Use Universal Design for Learning guidelines to support your use of instructional strategies through multiple modalities. https://udlguidelines.cast.org/
What resources, materials, and/or educational technology will you or your students use during the lesson?
[ Resources: District approved mathematics curriculum
Materials: District approved mathematics curriculum workbook, pencils, multiplication charts, equity sticks
Educational Technology: promethean smartboard, district approved mathematics computer software ]
What adaptations (accommodations and/or modifications), including, as appropriate, assistive technologies, will support individual student learning needs beyond the UDL supports built into the lesson?
[
Students will have access to written problems along as verbal problems throughout the lesson.
Students will be provided with the correct model of addition and subtraction problems.
Students will be given correct academic language and the definitions of those words.
There will be at least 3 students during independent work who will need to move to a different spot in the classroom in order to keep their mind regulated and on task.
Students will have assistive technology such as multiplication charts and “text to speech” on their iPad. ]
Lesson Plan Rubric: 550A LP 1-2 and 650A LP 1-2-3 Lesson Criteria
1 pt. Revisions
Required
2 pts. Revisions
Suggested
3 pts. Met
Requirements
Lesson Overview
☐
Identified at least 1 Content Standard
☐
Identified at least 1 Learning Goal
that
3 or more elements are incomplete or need revision
1-2 elements are incomplete or need revision
All elements included
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supports content standard, promotes higher-order thinking, is grade-level appropriate, and is measurable
☐
Identified at least 1 ELD Standard
☐
Identified at least 1 ELD Goal
that supports the ELD standard and the Content Learning Goal
Lesson Overview Actionable Feedback:
Points: ________
(USP comments)
Content of Lesson
☐
Described students' assets
based on the lesson’s content learning goal(s), must identify at least 2 student assets
☐
Described what students will deeply understand
about the lesson content
☐
Described what content students are expected to retain and use in future learning
☐
Identified lesson misunderstandings/ misconceptions ☐
Described
higher-order thinking knowledge, skills, and/or abilities students
will engage in
☐
Described academic language
knowledge, skills, and/or abilities students
will engage in
4 or more elements are incomplete or need revision
2-3 elements are incomplete or need revision
All but 1 element is included and/or may need minor
revisions
Lesson Content Actionable Feedback:
Points: ________
(USP comments)
Assessment/Checking for Understanding
☐
Listed essential questions
(checks for
understanding during the lesson) to assess whether students have not yet met, met, or exceeded the lesson’s 3-4 or more elements are incomplete or need revision
2 elements are
incomplete or need revision
Only 1 element may be incomplete or revisions are minor
learning goal(s)
☐
Described student products, skills, or performances that will demonstrate student learning (what will students do?)
☐
Described criteria used at the end of the lesson to determine if students did not
yet meet, met, or exceeded lesson content learning goal(s)
☐
Described criteria to determine if
ELD goal(s)
are being met
Assessment/Checking for Understanding Actionable Feedback:
Points: ________
(USP comments)
Structured Student Learning Activities
☐
Described
ALL
student learning activities
☐
Described how learning activities align with student assets and learning needs
☐
Describe how learning activities support, engage, and challenge
student
achievement
☐
Described academic language development
activities
☐
Described how learning activities support, engage, and challenge
English
learners
☐
Described purposeful student grouping strategies
and how you will manage groups throughout the entire lesson
☐
Described how students will be engaged in higher-order thinking
activities
4 or more elements are incomplete or need revision
2-3 elements are incomplete or need revision
Only 1 element may be incomplete or revisions are minor
Structured Student Learning Activities Actionable Feedback:
Points: ________
(USP comments)
Instruction to Support Learning
☐
Described each
instructional strategy used for each
activity throughout the entire lesson
☐
Described how instructional strategies align with student assets and learning needs
☐
Described specific UDL
principles, guidelines and checkpoints used (modalities)
☐
Described modeling and/or scaffolding
that will assist all students to reach expectations embedded in the learning activities, including higher-order thinking and academic language development.
☐
Described resources, materials, and/or educational technology to be used in the lesson
☐
Described adaptations
(accommodations/ modifications) for students with IEPs, 504, ELs, SELs, other
identified learning needs
4 or more elements are incomplete or need revision
2-3 elements are incomplete or need revision
Only 1 element may be incomplete or revisions are minor
Instruction to Support Learning Actionable Feedback:
Points: _______ Total points: _______
(15 points possible)
(USP comments)
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