My lesson plan
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School
University of the Cumberlands *
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Course
235
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
9
Uploaded by ElderStar14760
Kentucky Framework for Teach
-
ing Components
I A - Demonstrating Knowledge of Content and
Pedagogy
I B - Demonstrating Knowl-
edge of Students I C -Setting Instructional Outcomes
I D -Demonstrating Knowl-
K
e
n
t
u
c
k
y
8 - Collab-
Guidelines for Developing the Source of Evidence: Lesson Plan
Effectively planning and implementing instruction requires that you first have knowledge of the content to be addressed and the appro-
priate strategies for presenting the content. Second, you must have a clear knowledge/understanding of your students and
what they bring to the learning environment. Finally, you must have knowledge of the resources available to support instruction and facili-
tate student learning.
The development of your lesson plans should allow you to demonstrate your knowledge of your students, subject matter, and resources. Your lesson plan will provide the foundation upon which you will create the classroom environment and implement instruction. The les-
son plan template should be used in planning all lessons to be observed by your KTIP committee members. Each lesson plan should be sent to the appropriate committee member 2 -3 days before the scheduled observation to allow for review and feedback.
1.
Describe the Students for which this Lesson is Designed
Identify your students' backgrounds, special needs, cultural differences, interests, and language proficiencies that were consid-
ered in designing this lesson.
2.
Lesson Learning Target(s)/Objectives
To establish the context for the lesson to be observed, list the previous lesson's learning targets/objectives, the current lesson's learning targets/objectives and the next lesson's learning targets/objectives. The connections to the state curriculum/content area standards should be focused on the knowledge, skills, and/or processes identified in the learning targets/objectives. Be sure that all learning tar-
gets/objectives are student-centered, observable, and measurable.
3.
Students' Baseline Knowledge and Skills
Briefly describe the pre-assessment(s) you used to identify your students' baseline knowledge and skills relative to the learning tar-
gets/objectives for this lesson. Attach copies of baseline data and all assessments used.
4.
Formative Assessment(s)
Identify the type of formative assessments and data that will be used to determine student progress in achieving the learning targets/
objectives. If needed, identify how these assessments will be differentiated to address the needs of your students. In addition to the formative assessments you will use, describe how you will provide opportunities for your students to self-assess their learning progress. Attach copies of the formative assessments and student self-assessments to be used.
5.
Resources
Identify the resources and assistance that will be needed for the lesson. During the course of your internship you should make use of
available technology when the technology will facilitate planning, implementing, assessing of instruction, and facilitating your stu-
dents’ learning.
6.
Lesson Procedures
Describe the sequence of strategies, activities, and assessments you will use to engage students and accomplish your learning targets/objectives. Within this sequence be sure to:
a. Describe how your instruction will be differentiated to meet the needs, interests, and abilities of your students.
b. Identify the questions you will use to promote higher order thinking and encourage discussion.
7. Watch For-------
Are there specific indicators for the components of Domain 2 - Classroom Environment and/or Domain 3 - Instruction that you would like specifically observed during this lesson? If
there are, please note these on your plan to alert the observer.
Source of Evidence:
Lesson Plan
Name: Madison Jones Date of Observation: 01/29/24 Ages/Grades of Students: 10-11 yearls old/ 5th grade # of Students in Class: 23
# of Students having IEP/504: 12 # of
Gifted Students: 1 # of Students having LEP / ELL: 0 Title of the Lesson: A fraction can be un
-
derstood as the numerator divided by the denominator (a ÷ b = 𝑎𝑏
). Use visual fraction models or equations to illustrate word problems requiring the division of whole numbers that result in answers that are fractional or mixed values. This Section (+2)
1.
Context: Describe the Students for which this Lesson is Designed
Identify your students' backgrounds, special needs, cultural differences, interests, and lan-
guage proficiencies. (+5)
This lesson plan was designed for all 5th grade math students in a teacher's school in Kentucky. 95% at this school in Kentucky are white/non-Hispanic students all of which are fluent in the English language. 45% of students are poor. This class has 23 students, 12 with an IEP for LBD, and one gifted and talented but neither specifically for math.
Source of Evidence:
Lesson Plan
2.
Lesson Standards and Learning Targets/Objectives: Your objective should be written from the lan-
guage off the standard. For example: The student will be able to ask and answer questions about a given text. a. Previous Lesson
(+4)
Standard
: KY.5.NF.2 Solve word problems involving addition and subtraction of fractions. a. Solve word problems involving addition and subtraction of fractions referring to the same whole, in-
cluding cases of unlike denominators. b. Use benchmark fractions and number sense of fractions to esti-
mate mentally and assess the reasonableness of answers.
Learning Target(s)/Objective(s): Work out word problems that require you to add and subtract fractions. a. Complete word problems requiring fraction addition and subtraction that relate to the same whole, even when the denominators are different. b. Make mental esti-
mates and judge the plausibility of responses by using benchmark fractions and the number sense of fractions.
b.
Current Lesson
(+8)
Content Standard:Standard: KY.5.NF.3 Interpret a fraction as division of the numerator by the denominator (
𝑎
𝑏
= a ÷ b). Solve word problems involving division of whole numbers
leading to answers in the form of fractions or mixed numbers by using visual fraction mod-
els or equations to represent the problem.
Learning Target(s)/Objective(s): To interpret that a fraction can be understood as the nu-
merator divided by the denominator (a ÷ b = 𝑎
𝑏
). Utilizing visual fraction models or equa-
tions to depict the problem, solve word problems involving the division of whole numbers that result in answers in the form of fractions or mixed numbers. Reading Standard: KY.RI.5.2 Analyze how the central ideas are reflected in a text and cite evidence to support your thinking.
Learning Target(s)/Objective(s): Analyze how the central ideas are related in a grade level text and cite evidence to support your thinking.
c.
Next Lesson
(
+4)
Standard
: KY.5.NF.4 Apply and extend previous understanding of multiplication to multiply a fraction or whole number by a fraction. Learning Target/Objective: To multiply a fraction or whole integer by a fraction, apply and expand on prior knowledge of multiplication.
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Source of Evidence:
Lesson Plan
3.
Students' Baseline Knowledge and Skills
(+6)
Describe and include the pre-assessment(s) used to establish students' baseline knowledge
and skills for this lesson.
1.
What assessment did you give to measure student understanding? 2.
How did you address both content standards? 3.
Be sure to include data for each question / objective. 4.
What did you learn from reviewing the student data? The prior knowledge for this lesson is a strong understanding of dividing frac-
tions and solving word problems using division of whole numbers leading to answers in the form of fractions or mixed numbers by using visual fraction models or equations to represent the problem. Being versatile in dividing frac-
tions is a major focus of the fifth-grade fractions standards. I would also begin
our fractions unit by reviewing dividing fractions so that I could be sure that my students had a solid foundation before we began working on a new stan-
dard. After reviewing prior knowledge students would be given two fraction divisional problems that consisted of fractions with unlike denominators on their preassessment. These questions were not multiple choice to avoid skewed data. 68% of the class mastered the division problems. From this data the students were more confident dividing fractions. From this data, I learned that that students did not reach the 20% mastery level and we needed to con-
tinue with the lesson as I planned.
Source of Evidence:
Lesson Plan
4.
Resources
(Include Technology)
(+2)
Identify the resources and assistance available to support your instruction and facilitate students' learning. Provide the technology that you will be using in this plan as well. 1. Pencil & Paper
2. Smart Board
3.
Fraction and Whole Number Division Video
4. White Board & Expo Markers
5. Various Worksheets
6. Lesson Plan Template: Cooperating Teacher
1.
https://youtu.be/XRXwaGTkLtc?si=toJx1ehmN7_92wjU
To avoid the appearance of plagiarism, include sources for any materials borrowed from text and/or the internet. Include the web address. (+2)
5.
Lesson Procedures
: Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your students, facilitate attainment of the lesson objective(s), con-
nect to real-life,
and promote higher order thinking. Within this sequence, be sure to describe how the instruction will be differentiated to meet your students' needs, interests, and abilities. Opening of the Lesson: ·
Review: (+2) Review previous lesson of dividng fractions to have a solid foundation to divide fractions.
·
Hook or Attention Getter: (+2) Fraction and Whole Number Division Video
Source of Evidence:
Lesson Plan
Activity #1: Reading
Objective: (+2
) Analyze how the central ideas are related in a grade level text and cite evi-
dence to support your thinking.
Activity Description (This activity should be connected to a reading strategy.): The video “
Fraction and Whole Number Division
” will be played to the class. “ As we watch, the stu-
dents hould pay close attention to the proper steps taken to divide during the video, so they can follow this procedure on their assessment after the video. After the video students will an-
swer the question on their worksheet using evidence from the video. They will use the turn and chat technique in pairs to broaden their perspectives and generate fresh concepts. After the allotted time, students will write their answers on the smartboard.
Critical Vocabulary:
denominator, divide, numerator, evidence, whole dumber, quotient, divi-
dend, and reflect.
Formative assessment for objective #1:
A worksheet utilizing the video's evidence to gauge students' understanding of fractions will be distributed to them. The worksheet tests students' understanding of fraction division. The teacher will receive the worksheet in exchange for a grade.
Differentiation (Which extensions did you provide in this activity/assessment?):
Students who finish their work early may begin preparing for the next lesson or catch up on missed work.
Differentiation (Which remediations did you provide in this activity/assessment?):
Pupils that are having trouble grasping this idea or the fractions division exercise should report to the front of the room, where I will be working with small groups to explain how to utilize the evi-
dence to get the answers from the text.
Question #1
(Bloom’
s Level 3 or 4):
Why do you think this concept is important for you to learn? (Bloom
’s Analyze Level- 4)
Question #2
(Bloom’
s Level 5 or 6): (+2) Can you tell me about a situation in your life where you
’
ve needed to divide a fraction in order to get an answer?
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Source of Evidence:
Lesson Plan
Activity #2: Content
Content Objective:
Dividing fractions using word problems
Activity Description: On a worksheet of four problem sets, each student will use word problems to di-
vide fractions. For this exercise, students can use the turn and talk technique in pairs. The class will discuss the solutions, and the smartboard will be used to grade student work. During this time, stu-
dents can ask questions and work through additional tasks to enhance their comprehension.
Critical Vocabulary: denominator, divide, numerator, evidence, whole dumber, quotient, dividend, and reflect.
Formative assessment for objective #1: Each student will receive a worksheet, which the teacher will gather and grade. The worksheet's problems involve using word problems to divide fractions. This as-
sessment will take ten minutes to complete. During this period, students can confirm their understand-
ing by asking the teacher questions.
Differentiation (Which extensions did you provide in this activity/assessment?): Students who finish their work early may begin preparing for the next lesson or catch up on missed work.
Differentiation (Which remediations did you provide in this activity/assessment?): I will give kids who don't master the material at grade level additional assistance during small group and RTI ses-
sions.
Question #1 (Bloom
’
s Level 3 or 4): (+2)
Using your knowledge on fractions with common denomi-
nators, can you look at a fraction and tell it needs to be reduced? (Bloom
’
s Apply Level3)
Question #2 (Bloom
’
s Level 5 or 6): (+2)
How would you explain how to make an equivalent fraction
to someone who has never tried this method? (Bloom
’
s Create Level-6)
Source of Evidence:
Lesson Plan
Closing of the Lesson: (+1)
How will you close the lesson?
Let students ask questions to gain a deeper knowledge of the material, and if necessary,
allow them to solve problems using the smartboard. Allow pupils to discuss provided problems with classmates during this time. Go through the definitions of the terms that were used in this lesson.
6. Research-Based Strategies Used
I included examples of how fractions are used in commonplace circum-
stances to help the students relate my lesson to their real-world experiences. I also gave the kids the opportunity to provide instances from their daily lives where dividing a fraction was necessary.
Address how you met the Marzano strategies and the Multiple Intelligences in your lesson plan. Activities for Multiple Intelligences:
• 1) Linguistic: turn and talk
• 2) Interpersonal: partner work
• 3) Intrapersonal: individual formative assessment
Marzano’
s High-Yield Strategies:
• 1) Nonlinguistic Representations: teacher model and student drawings
• 2) Cooperative Learning: partner work
• 3) Reinforcing and Providing Recognition: sharing ideas with partner
Source of Evidence:
Lesson Plan
7.
Watch Fors
Identify anything that you would like specifically observed during this lesson about your teaching. (+2)
1. I would like my observer to assess how well I handle the classroom.
2. I want my observer to see how I use my time during the session and pro-
vide me with feedback on how I can do better.
3. I want my observer to be present to make sure the students are compre-
hending the information and that it is being given well.
1)
Copies of your formative assessment should be included. (+10)
2)
Check your work for formatting issues. (+5)
a.
Bullets lined up with under headings b.
No part of paragraph hanging to the left c.
Font same size d.
Font same color Total Points = /100
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