Part B slope CalTPA Lesson Plan
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School
National University College *
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Course
CALIFORNIA
Subject
Mathematics
Date
Feb 20, 2024
Type
Pages
6
Uploaded by MateCrabPerson1847
Instructional Cycle 1
Multiple Subject and Single Subject
Part B: Sample Lesson Plan Template
Multiple Subject and Single Subject
Step 1: Plan—Part B: Sample Lesson Plan Template
Directions:
If you do not have access to a school or district lesson plan format, consider using the sample lesson
plan template to establish grade-level appropriate content-specific learning goal(s) and develop one lesson plan.
Lesson Overview
Title of lesson
[Finding the slope from a table ]
Subject
[ Math ]
Grade level
[8th Grade ]
Time frame
[ 49 minutes ]
California Content Standard(s) and/or Curriculum Frameworks*
[
8.EE.5
Graph proportional relationships, interpreting the unit rate as the slope of the
graph. Compare two different proportional relationships represented in different
ways.
8.EE.6
Use similar triangles to explain why the slope m is the same between any two
distinct points on a non-vertical line in the coordinate plane; derive the equation y =
mx for a line through the origin and the equation y = mx + b for a line intercepting the
vertical axis at b.
]
*Content Standards and Curriculum Frameworks
You must use current grade-level
California Content Standards and/or Curriculum Frameworks
and current California English Language Development (ELD) Standards, if appropriate.
Candidates placed in transitional kindergarten classrooms should use the
California State
Content Kindergarten Standards for ELA/Literacy or Mathematics
and/or the
Transitional
Kindergarten Implementation Guide
. Do not use the
California Preschool Learning
Foundations
. TK is considered K–12.
Be sure to write out the content and ELD standards and not refer to only the content or ELD
standard number.
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Instructional Cycle 1
Multiple Subject and Single Subject
Part B: Sample Lesson Plan Template
Grade-level appropriate content-specific learning goal(s)
[ Students will understand slope through a table, by finding the patterns of the change in y and
the change in x. ]
California ELD Standard(s)**
[“Part I: 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.”
ELD.PI.8.5: “Part I: Interacting in Meaningful ways, (B) Interpretive, (5) Listen actively to spoken
English in a range of social and academic contexts.” ]
**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 have group discussions to share their ideas and thoughts on how to determine
the patterns of the tables to find the slope. They will orally justify with mathematical language
such as slope, rise, run, and rate of change. Students will listen to oral directions. Students will
also listen to the oral description of how to find the slope from a table step by step. Students will
have written steps on how to find the slope from a table. Students will formulate questions to
clarify doubts and will also respond to questions to demonstrate understanding by using
academic language. ]
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?
[ I expect students to recognize patterns between numbers. I expect students to simplify
fractions to determine a pattern.
I expect students to understand that delta y is the same as the
rise and delta x is the same as the run ]
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V06
Instructional Cycle 1
Multiple Subject and Single Subject
Part B: Sample Lesson Plan Template
What misunderstandings or misconceptions do you expect students might have from the
lesson?
[ Students might want to plot the points first. Students might want to find a pattern between x
and y. Students might use the ratio
to represent slope rather than
]
∆?
∆?
∆?
∆?
What knowledge, skills, and abilities (higher-order thinking and academic language
development) do you expect students to have after engaging in the lesson?
[I expect students to analyze and interpret the information given on a table.
I expect students
to synthesize that information to come up with a slope. I expect students to use adequate
academic language to describe the slope, by using words such as rise, run, change of y, change
of x, undefined and slope. I expect students to justify why they chose a certain slope. I expect
students to use specific mathematical language to ask questions
]
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?
[I will determine if students are not meeting, meeting, or exceeding the learning goals by asking
the following questions:
●
Based on the given information in the table, what is the rise/change in y?
●
Based on the given information in the table, what is the run/change in x?
●
Now that you know the change in y and the change in x what is the slope of the line?
●
Why do you think that is the slope of the line? ]
What will students do to demonstrate achievement of content during the lesson?
[Students will show achievement by participating in class discussions during note-taking
activities. Students will also show achievement. Students will also show achievement by
collaborating with their groups to find the slope from different tables. Students will need to
correctly identify the change of y, and the change of x and they will also need to determine the
slope from the information. Lastly, at the end of class, students will need to answer an exit ticket
where I will display on a table in front of the class and they will need to provide three pieces of
information in a flash card; the rise, the run, and the slope]
How will you know that content-specific goal(s) are being met?
[ When completing their individual work students will be able to interpret the information by
finding the pattern of the ordered pairs. They will be able to identify the change in y and the
change in x, and they will be able to synthesize the data to come up with the slope.]
How will you know that ELD goal(s) are being met?
[During group discussion I will monitor that they are justifying their reasoning for the patterns of
the tables to find the slope. When they ask questions and share ideas during the whole class
and group discussion they will need to use academic language with the following vocabulary
words; slope, rise, run, change in y, change in x, and undefined. Students will also meet goals
by following oral and verbal directions. Meeting their content goals will imply that they met the
goal of understanding oral and written description of how to find the slope from a table. Lastly,
when they ask and respond to question they will use academic language. ]
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Instructional Cycle 1
Multiple Subject and Single Subject
Part B: Sample Lesson Plan Template
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)?
[ At the beginning of the lesson they will have the opportunity to engage in class discussion by
sharing ideas and thoughts. During this activity the whole class will be taking guided notes to
find the slope from a table. Students do great in group work, so after the notes they will work in
a group activity that will challenge them to be analytical and accurate with their answers. The
group activity will foster engagement and collaborations. The activity will consist of a worksheet
called “find the slope in a table maze.” Students will decide if they want to delegate work or if
they want to do all problems together. The activity consists of finding the slope of a table that
will guide them towards the next table to find the correct route of the maze. The last activity will
challenge them to show their progress and their independent reasoning, by working on an exit
ticket where they will need to provide three pieces of information on their own. I will display a
table in the front of the class room and they will need to provide the change in y, the change in x
and the slope of the table. in an index card.]
Based on student assets, what activities will FS1 and other English learners be involved in
during the lesson to support, engage, and challenge their achievement of the ELD goal(s)?
[ During the first activity there will be a class discussion where all students will have the
opportunity to share their thoughts and ideas including FS1. Students will also have to
participate in a group activity where FS1 will collaborate with his classmates. During this activity
he will use academic language such as rise, run, change of y, change of x, undefined and slope.
During the group activity he will also justify his reasoning to his classmates on why he chose a
certain slope. Through the lesson FS1 will be guided towards using the correct vocabulary when
asking a questions or explaining his reasoning. ]
How will you group students and manage group work (whole class, small group, pairs, or
individual) to support student learning?
[Students will be sitting in groups. The groups consist of mixing students at different levels. The
groups are also designed so that ELD students are scattered among the groups. Sitting charts
are also designed to minimize classroom disruptions. At the beginning of the lessons, everyone
will participate in the discussion as a whole class. They will then work in a group activity where
they will collaborate with each other by either delegating work or working on all problems of the
worksheet together. Lastly, at the end of class they will work in an exit ticket to show their
individual understanding of the topic. ]
How will you engage students in higher-order thinking (i.e., analysis, synthesis, evaluation,
interpretation, and transfer) activities?
[I will engage students in higher-order thinking in multiple ways. During the first activity students
will take guided notes where I will encourage students to make inference on the steps of how to
find the slope from a table.
They will also transfer knowledge of finding slope from a line into
finding slope from a table. On each of the activities students will need to analyze the tables that
contain the order pair from a line. They will then need to interpret the given information to come
up with the change of y and x. Then they will have to synthesize the data that they found to
determine the slope.]
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Instructional Cycle 1
Multiple Subject and Single Subject
Part B: Sample Lesson Plan Template
Instruction to Support Learning
What instructional strategies will support student learning through multiple modalities?
1
[ I will implement instructional strategies to support students learning through multiple modalities
by implementing
multiple means of representations
. I will clarify vocabulary and symbols
during the lesson, especially the usage of delta to represent the change in y and x.I will also use
alternate auditory information such as associating the rise with the change of y and the run with
the change of x which will also activates their background knowledge from finding slope from a
graph. Students will have a written list of steps that they can follow to find the slope from a
table. I will also show them visual representations of the steps by modeling the steps on 8
different tables. I will use different colors for the change in y and x so that students can
visualize and remember how to set up the formula. I will also support students learning by using
multiple means of engagement
by first working as a class, then working in groups and last
working individually. I will set the goals at the beginning of the class by telling students what I
expect them to learn. I will also use the activities as scaffolding strategies to gradually release
responsibility to the class. During each of the activities I will foster collaboration and
engagement. During the first activity I will ask students questions and will ask them to make
inferences. During the second activity students will collaborate with their groups to come up
with the route of a maze. In all the activities I will also provide feedback frequently. When giving
feedback I will emphasize students' effort, and will foster self awareness. I will also use
feedback as a strategy to encourage students to improve]
What resources, materials, and/or educational technology will you or your students use during
the lesson?
[ I will provide students with two handouts. The first worksheet will consist of a document that
contains the steps to find the slope from a table and also contains 8 problems that we will solve
as a class. This worksheet will be attached to their buckets of notes so that they can use it as
reference to solve similar problems. The second handout consists of a worksheet that contains
15 different tables that form a maze. They will also receive an index card that they will use to
answer the exit ticket at the end of class. I will be using an ipad to model the problems from the
first activity as I walk around the class. The ipad will also help me color code the change in y
and x.]
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?
[ I will be aware of the interaction of the students with their groups to make adjustments as
needed, to support the focus and productivity of each student. I will give students continuous
feedback on their work as I walk around the classroom, to guide them towards meeting their
content and ELD goals. For FS2 I will provide a calculator. I will also give him more time to take
in information and to respond to questions when he participates in class discussion. During the
group activity depending on how they delegate work, FS2 will have more time to complete his
chunk of the assignment. I will also repeat and rephrase directions to him. I will continuously
ask FS1 if he is doing fine. During the group activity I will monitor FS1 to guide him towards
using the correct vocabulary during group discussion. FS3 frequently finishes her work early. I
1
Describe any additional supports that you provide to FS3 that occur outside of the lesson being taught in Cycle 1.
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Instructional Cycle 1
Multiple Subject and Single Subject
Part B: Sample Lesson Plan Template
will allow her and her group to work on an assignment from the “Early Finishers” assignments
box if they finish early, or to teach what they learned to other students. Lastly, as I was
monitoring their work I noticed they were not dividing signs correctly. As you can see in video
clip 3, I had to give a brief reminder of how to divide negatives and positives, so that they could
simplify the fraction correctly.
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