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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 [ 5-1: Use Patterns and Mental Math to Divide]
Subject [ Mathematics]
Grade level [ 5 ]
Time frame [ 40 minutes]
California Content Standard(s) and/or Curriculum Frameworks* [
CA CCSSM 5.NBT.B.6 Perform operations with multi-digit whole numbers and with decimals to hundredths.
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.]
*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 place-value patterns.]
[ Students will be able to identify patterns to find quotients.]
[ Students will be able to analyze dividends and divisors that are multiples of ten.]
*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, © 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 orally discuss, explain and identify the patterns of the quotients with their peers in the group.]
*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 taught how to multiply with base ten numbers. They can share their knowledge by wiring their brain to understand the patterns division has in their models. I expect students will deeply understand the concept of base ten multiplication in order to connect that answer with division problems that are multiples of ten. Due to students being deep into this topic, students should retain the concept of using multiplication to check their answers.]
*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, I feel some of the students will have difficultly matching place values in the subtraction portion of division models. Some students might rush the process instead of taking the time to align the place values resulting in getting the correct quotients]
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 by interpreting the patterns in the example equations provided to them. After the lesson, students will be able to verbally describe the step-
by-step process of division equations. Teacher will model and encourage academic language in their discussions with their groups.]
*Higher-Order Thinking and Academic Language (ALD)
Critical thinking beyond knowledge and understanding; analyzing, evaluating, interpreting, synthesizing, transferring.
Academic Language (ALD)
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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?
[ How are you able to access if quotients are reasonable?
Is there a correlation between the division problems of multiples of ten, hundreds and thousands?
What is a dividend and what is a divisor?
What is the pattern of these problems that you are noticing?
Does the quotient fit the number of equal groups for the dividend?]
What will students do to demonstrate achievement of content during the lesson?
[ Students will demonstrate achievement by doing problems 3-9 successfully on their guided practice worksheet with either mental math or modeling division showing their work. Students will be able to work with a collaborative partner and communicate with academic language on the proper steps to get the quotient. Students will be provided with a scaffold to have verbal discussions. (i.e., “I think we can solve this problem by _____.” “I noticed the answer was ______.” “The pattern in this number is ________.”)]
How will you know that content-specific goal(s) are being met? [ I will know the content goal is being met by scanning the room and observing conversations. I will also check the students’ answers from the guided practice and discuss their assets in their process and what they need to focus on more.]
How will you know that ELD goal(s) are being met? [ Teacher will be circulating the classroom in order to listen to the discussions being had with their peers in their group. I will give positive reinforcement for those using academic language and will scaffold those who are not.]
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 pre-assessment with an example division problem in order for the teacher to evaluate what type of instruction is needed. We will work out the problem together and I will randomize picking students with every step. Students will also be asked at the end of the example to give a thumbs up, down or side on how they feel with that introduction.
Students will then watch a video that will give better insight on how what the problems will be like for this specific lesson. Throughout the video, teacher will pause the video
and discuss each step the video instructor is going over. Students will still be picked at random to give answers and feedback.
After the video, teacher will then give another example that will allow students to showcase what they have learned. Teacher will be doing scaffolding throughout the problem in order for students to have their own answer.
Students will independently work on questions 3-5 on their guided practice. Students should be able to explain the patterns between each problem connecting base tens and ones.]
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)?
[
Students will be able to collaborate with a partner and actively discuss their work. Students will be paired with a partner who they feel comfortable enough to ask questions when they need further instruction and feedback.]
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 get a chance to get an answer after every question before teacher pulls an equity stick. This will allow students to have collaborative talking about each problem.
Students will be working individually by completing three division problems that are multiples of ten as a formative assessment.]
How will you engage students in higher-order thinking (i.e., analysis, synthesis, evaluation, interpretation, and transfer) activities?
[ Students will be asked a series of questions throughout the lesson by the teacher in order to engage in higher order thinking. Students will be able to interpret that pattern going on in the lesson and will be asked to share their synthesis to their shoulder partner. Shoulder partners that are listening will be able to evaluate their partners’ answer and be given sentence structures to respond. (i.e., “I agree with you statement because _____.” “I do not agree with your statement because _____.”]
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 optimize their tools during their independent and partner work by being allowed to use assistive technology such as multiplication charts in order to connect their answer and reasoning.
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, expo markers, equity sticks, Educational Technology: promethean smart board, 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 be able to access written problems and verbal problems throughout the lesson allowing them to follow along as they read the word problems.
Students will be provided with the correct model of division problems allowing them to properly input the numbers into the equation.
Students will be given the directions of each step in the lesson verbally and written.
There will be at least 3 students during independent work who will need to move around in the classroom in order to keep their mind regulated and on task with the lesson. Two of these students will be able to take self-regulation breaks after every four problems.]
Lesson Plan Rubric: 550A LP 1-2 and 650A LP 1-2-3 Lesson Criteria
1 pt. 2 pts. 3 pts.
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Revisions
Required
Revisions
Suggested
Met
Requirements
Lesson Overview
☐
Identified at least 1 Content Standard
☐
Identified at least 1 Learning Goal
that
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
3 or more elements are incomplete or need revision
1-2 elements are incomplete or need revision
All elements included
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 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
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
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
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
☐
Described how students will be engaged in higher-order thinking
activities
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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