EDUC623_Lesson Plan

Liberty University School of Education Lesson Plan Template: Planning (Part B) P ART B: P LANNING P RELIMINARY I NFORMATION Date of Lesson: 11/10/19 Grade Level: 3rd grade Subject/Topic: Mathematics Learning Segment Theme: Place value Where in the learning segment does this lesson occur? ☐ Beginning Middle ☐ End Lesson Structure or Grouping: ☐ Whole Class ☐ Small Group ☐ 1:1 Other (specify): Click or tap here to enter text. Student Assets (Knowledge of Students) Personal (Interests, family back- grounds, experiences, etc.) Student likes to earn playing with blocks. Lives with mom and dad, no siblings. Cultural (Traditions, dialects, world- view, literature, arts, etc.) Student is american but speaks both english and span- ish. Student does not express any traditions or specific cultural needs or dietary restrictions. Community (Landmarks, community events, etc.) Student lives in city community. Developmental (Cognitive, physical, social, and emotional) Student shows minimal behaviors, when he is frustrated he will engage in off-task behaviors. C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : What are your goals for student learning and why are they appropriate for these students at this time? B IG I DEA OR C ONCEPT BEING T AUGHT – C ENTRAL F OCUS Place value R ATIONALE /C ONTEXT FOR L EARNING – J USTIFICATION FOR YOUR P LANS Why this lesson at this time, for this group of learners? How does it connect to previous learning or succeeding lessons? This lesson is geared towards group instruction. When working on this lesson, it helps strengthen social interaction between students. P RIOR K NOWLEDGE AND C ONCEPTIONS What prior knowledge must stu- dents already know to be suc- cessful with this lesson? They must have prior knowledge and understand basic 2nd grade level math skills. What prior skills must students already know to be successful with this lesson? They must have prior knowledge of knowing how to count and identify numbers.

What prior academic language must students already know to be successful with this lesson? The language students must have already been exposed to is math symbols and basic math terminology. S TANDARDS State Standards Math 2.1a: The student will be able to read, write, and identify the place and value of each digit in a three-digit numeral, with and without models. National Standards 2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. InTASC Alignment Scale assessments in accordance with standards, rules and regulations. L EARNING O BJECTIVE ( S ) These must be behavioral and measurable. Statements of what students will know, understand, and be able to do at the end of the lesson (consider all three domains). Include condition, performance, and criterion. During instruction students will be given 20 problems on a place value graph. The objective is that by the end of the lesson, students will be able to identify and sort numbers in the correct corresponding sequential place value order in 4 out of 5 trials with 80% accuracy. A CADEMIC L ANGUAGE D EMANDS Language Demand(s) M ATH TERMINOLOGY Language Support(s) I F A TRANSLATOR IS NEEDED IT WILL BE PROVIDED . Essential Vocabulary SEQUENCING , SORTING , AND BASIC MATHEMATICAL VOCAB . C ONSIDER THE F OLLOWING Q UESTION FOR THE NEXT SECTION OF THIS F ORM : How will you know and document students’ progress towards meeting your learning objective? E VIDENCE AND A SSESSMENT OF S TUDENT L EARNING How will you know whether your students are meeting your learning objective? What tools will you use to mea- sure their progress? How will you provide feedback to promote student learning? Diagnostic/Pre-assessment(s) Make sure to review previous lessons to refresh students knowledge of already learned lessons leading up to the current lesson. Formative Assessments/ Feedback to Learners Teaching lessons in different approaches such as an Interac- tive lesson, group participation and formal assessments to help engage students and check for understanding. Summative Assessments Giving students several sources of materials to test their un- derstanding; 5 question in class quiz, homework and end of the week test to check for understanding of the lesson learned ear- lier in the week.

learning—for individuals, small groups, or the whole class? How will you incorporate technology? How will you address the academic language demands? Detail your plan. Note: For math lesson plans, please write or attach every task/problem students will solve during the lesson—with the correct answers. Instruction/Modeling Approach the lesson by explaining to students that they will be learning about place value. “Does anyone know what a place value looks like”? Once a couple of students answer show stu- dents a visual of a place value. T he numerical value that a digit has by virtue of its position in value. Next, on the dry eraser board write a place value chart along with a 3-digit number. Explain to stu- dents how to understand a value chart and model to students the numbers place. Lastly, explain to students that they would be split- ting up into four sections of the classroom. Each section of the class- room will be setup with different materials and chart paper to try and manipulate to better understand place value and sorting in vari- ous ways. When students disperse into their sections raise a timer in the air and explain that I will be setting a timer when the timer goes off every one will move onto the next work station counter clock- wise and continue place value. Guided Practice While the students are discovering their work materials I will be walking around guiding students in areas they need further as- sistance if they seem discouraged or off-task. Making sure I don’t give my students the answers but rather walk them in the right direction to create critical thinkers within my classroom. I find teaching this lesson would be better understood if it was done in an interactive teaching method. Each group will have 5 problems of 3 digit numbers. During individual instruction each stu- dent will have a printed place value chart to complete individually to help me understand if the interactive approach to this lesson is ef- fective and learning is occurring. Each group will work with counters and different manipulatives to identify each place of each digit. I will go around asking questions such as “Show me the correct place value for the tens place?” If students have trouble answering the question, I will initiate that a student in their group that feels they know the answer help their peer answer before I intervene and offer assistance. Independent Practice The goal is to have all students during individual instruction work with minimal assistance. As I walk around the classroom I will be as- sessing students on their ability to work together to solve problems, their discussions, whom in the group understands concepts, whom is having difficulty and whom may need guidance. One of the groups will be playing a board game with numbered blocks after, each stu- dent will roll the dice and individually complete worksheets. Each student will have 5 rolls for a total of 5 problems to solve. Once each student rolled the dice they will place the number onto the board paper chart and write their answers on their worksheet. E ND : C LOSURE How will you end the lesson in a way that promotes student learning and retention? Once the last timer goes off, students will go back to their seats for an exit quiz before class ends to as-

sess their understanding of lesson concepts. S UPPORTS : D IFFERENTIATION /E XTENSION How will you provide successful access to the key concepts by all the students at their ability levels? Exceptionalities (special needs [IEPs/504 plans], gifted and talented, accommodations, etc.) 1:1 DIRECT INSTRUCTION , EXTENDED TIME DURING INDEPENDENT WORK IF OTHER ACCOMMODATIONS AS PER THEIR IEP IS NEEDED DURING LESSONS OR INSTRUCTION THEY WILL BE ACCOMMODATED . ELL Learning Styles/Student En- gagement Students that are above average learners or gifted students will need individualized quiz sheets to challenge work that will increase their abilities and they will be challenged. Extension It is important for teachers to know their students individual needs in order for students to reach their academic goals. If students are sensitive and are easily over stimulated by envi- ronment distractors, teacher should be open minded to having proper lighting, manage classroom stimuli and noise. If stu- dents are sensory driven playing calming music in the back- ground during work might help. Incorporating various teaching techniques and constantly changing materials to better assist students needs. If their IEP calls for accommodations, apply those accommodations when needed. If students needs extra time or a different location in the school to complete their work, allow it and reply these needs to any classroom staff that may be working with the student. W HAT I FS Be proactive. Consider what might not go as planned with the lesson. What will you do about it? What if students... If students finish their work before the timer goes off, allow for students to make a choice of what work material would they like to do; Either worksheets or charts. What if students cannot... I f students are not done when the timer goes off, allow them an extra 10 minutes and offer assistance if they are struggling. R EFERENCES : M ATERIALS AND R ESOURCES Cite all sources used in the development of the lesson materials and resources, including URLs or other refer- ences. R EFERENCES : R ESEARCH TO S UPPORT I NSTRUCTIONAL D ESIGN Cite all research used to support instructional design, including URLs or other references. Click or tap here to enter text.