EDUC 313 Lesson Plan PDF

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Summary

This lesson plan includes parts 1, 2, and 3. It covers a math lesson plan....

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Modified 2013 SIU TEP Restructuring Committee/Updated 1/2016

Student Teacher: Taylor Bundren Lesson Title/#: Math – Understanding the Equal Sign

Originator: Deborah Layzell

Illinois State University

Lesson Plan Model1

Grade Level: 1st Grade

PART 1- PLANNING/PREPARATION/CONSIDERATIONS Commentary Prior Academic Knowledge and Conceptions What knowledge, skills, and concepts must students already know to be successful with this lesson (prerequisite check)?

What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?

What source(s), such as baseline assessments, students’ individual experiences, families, cultures, and communities, formative exercises, prior lessons, etc. were used to determine prior knowledge and/or gaps in knowledge?

For students to be successful with this lesson, they must know how to use addition and subtraction to solve for numbers within twenty. Students should have a general idea of the equal sign when writing an addition or subtraction equation. Students will also be doing some brief reading with their math word problem and writing to represent what makes a good classmate, so students should be able to perform grade level reading and writing skills for them to understand and complete activities from the lesson. The students will be working with partners during this lesson, so they should make positive choices when working together. In this class, students have already been introduced to addition and subtraction within twenty, and they know how to use the equal sign within an equation. The students will need to recall the general definitions and recognize the words addition, subtraction, equal, equation, sum, difference, plus, and minus. The students will also need to recall the symbols used in an equation, such as +, -, and =. The students will be introduced to a broader understanding of the meaning of the equal sign, and how they can use it to determine if equations are true or false. Students have not been introduced to the meaning of true and false, so I anticipate a knowledge gap for some students in this area. During the lesson, the students will be using their math skills they have obtained previously and apply these skills to the activities that go along with the lesson that they are being taught. In my classroom, I have six students who struggle with math. I anticipate that this group of students will have a hard time determining if the addition or subtraction equation is true or false because they might make an error or have a hard time understanding the meaning of the equal sign. I have five students who struggle with reading for their grade level, and three of these students struggle with keeping up while writing. I anticipate that the students who struggle with reading might struggle with reading their math word problems, and the students who struggle with writing might have a hard time with their writing activity to represent what makes a good classmate. The students are used to working with a partner or in groups each day, so I will be sure to inform the students that they can help each other during this time while making positive choices. In my classroom, I have identified the students who struggle with math, reading, and writing from a baseline assessment that was given to them at the beginning of the school year. Speaking to their previous teachers, reading teacher, and intervention specialists was another way I was able to identify these students. These students either go to a title I support teacher for reading, have an IEP, or go to an intervention specialist throughout the class day. I will determine the student’s prior knowledge by having conversation with them about their individual experiences from prior lessons or if they can recall information from the previous school year.

1The lesson plan template is intended to be used as a formative process, and offers an opportunity for candidates to practice documenting their thinking when planning individual

lessons, an instructional unit, and a learning segment. Lesson plans with this level of detail are not necessary as part of edTPA, however, it prepares candidates to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts. Modified by SIUC Restructuring Committee/UACC.

Modified 2013 SIU TEP Restructuring Committee/Updated 1/2016 Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings What are common errors, developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings of students related to the central focus of this lesson? How will you address them for this group of students?

Originator: Deborah Layzell

Illinois State University

Common Errors: Within this classroom, I have six students who struggle with math, so it may be difficult for them to add and subtract, then trying to have an understanding of the equal sign to determine if it is true or false. For these students, I understand that this could be related to their math ability. I have five students who struggle with reading for their grade level, so it may be difficult for them to read their math word problem. Three of these students also struggle with writing, so it may be difficult for them to keep up when completing the writing activity with their partner. Again, I understand that these difficulties may be related to their reading and writing abilities. For all the students in this classroom, it may be difficult for them to balance two equations and determine if it is true or false. I also think another common error within this lesson is the students not being able to correctly add or subtract, then choosing the wrong answer to whether it is true or false. Developmental Approximations: This lesson is geared towards a first-grade classroom. Therefore, students should be able to have prior academic knowledge from the Kindergarten level. Misconceptions, Partial Understandings, or Misunderstandings: A common misconception of this skill is that students might get the meaning of true and false mixed up. Partial- and misunderstandings may occur when students mix up true and false, and not understanding that the equal sign shows when the equation is equal and not equal. How to address these problems: For the students who struggle with math, I have designed the first activity of solving addition and subtraction equations to determine if they are true or false while understanding the meaning of the equal sign to be partner work to pair struggling students with the average students in the class to be there to support and help them. Students will also be working in these pairs and filling out a graphic organizer on what makes a good classmate. This will allow for peer to peer discussion and explanation along with making positive choices when interacting together. For these students and the whole class, I will be walking around the classroom throughout the lesson and partner work to guide and help the students when necessary. I will provide the definitions of true, false, and equal sign on the board for all students to see during the lesson. I will also use visuals and manipulatives to help my students have a better understanding of the definitions, this will help engage them in their thinking and gain knowledge. They can use their equation true or false activity, along with manipulatives, to help guide them with their math word problem. The gradual release system will be used so that I can assess if students understand before they go off and work with a partner and individual work. If students are not ready for partner work, I will provide extra practice for them. I will have extra worksheets that will meet their needs of understanding the equal sign and determining addition and subtraction equations that are true or false.

Academic Language Demand(s): Function1: What is the purpose(s) for which language is used (i.e. explain, compare, analyze, etc.)? For SPED this is the receptive /expressive communication skill.

Language Function:  Determine  Describe  Using  Draw  Solve

Modified 2013 SIU TEP Restructuring Committee/Updated 1/2016   Vocabulary1: What content specific terms do students need to support learning of the learning objective for this lesson? (Consider Tier 1-Basic Vocab, Tier 2-High Frequency/Multiple Meaning Vocab, and Tier 3-Low-Frequency/Context-Specific Vocab)

Originator: Deborah Layzell

Illinois State University

Organize Identifying

Subject Specific Vocabulary:  Equal Sign  True  False General Academic Vocabulary:  Addition  Subtraction  Equal  Equation  Sum  Difference  Plus  Minus  Read  Write

Syntax1: What specific way(s) will students need to organize language in order to convey meaning (i.e. use transition phrases in sentences, thesis statements, mathematical expressions, construct data table, etc.)?

Syntax: Students have been introduced to some of the vocabulary in previous lessons, such as addition, subtraction, equal, equation, sum, difference, plus, minus, read, and write. The lesson will begin with a review of these terms and how we will be using them. The students will be introduced to the new vocabulary in the introduction and my teaching portion of the lesson. Students will have to organize the old and new vocabulary and understand the meaning to complete the addition and subtraction equations true or false worksheet, and then use drawing and visual displays to help them solve a word problem.

Discourse1 (Social Use of Communication): How will students talk, write, and participate in knowledge construction, using the structures of written and oral language (i.e. construct arguments, write narrative texts, analyze or write poetry, take notes, oral explanations, etc.)

Discourse: Students will determine if the addition and subtraction equations given are true or false, using manipulatives if needed, and will determine and organize what makes a good classmate into four categories during the “We Do” part of the gradual release lesson. This time will allow students to engage in discussion with their partner and the teacher. The students will be able to discuss and debate different thoughts that are related to the lesson. Working with partners and exploring their ideas together will help students prepare for the word problem they have to solve. The addition and subtraction equation worksheet will be assessed on whether they can correctly solve the problem while understanding the meaning of the equal sign, then determining if it is true or false. The students working with partners will be assessed on whether they can make positive choices or not when working with classmates.

What are your students’ abilities with regard to the academic language

Academic Language Demands: Regarding the academic language demands associated with this lesson, I am confident with my student’s overall abilities. I am confident that my students will be able to understand the general academic vocabulary. A few of my students might

Modified 2013 SIU TEP Restructuring Committee/Updated 1/2016 demands associated with this lesson? Note: Remember to identify and include struggling readers/writers, students with IEPs or 504s, students with advanced reading/writing skills, etc.2

How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning objectives of the lesson (i.e. modeling, word chart, samples, visual representations, etc.) ?2

Originator: Deborah Layzell

Illinois State University

struggle and be confused at the beginning of the lesson when they are introduced to the subject specific vocabulary, these students being the ones who struggle with reading, writing, and math at their grade level. For the struggling reading students, this might potentially interfere with their understanding of the math word problem. For the struggling writing students, this might potentially interfere with keeping up with their partner while writing on their graphic organizer. For the struggling math students, this might potentially interfere with solving the addition and subtraction equations and understanding the meaning of the equal sign. However, these students will receive the opportunity to engage in discussion and participate in partner work when paired with the correct student to correctly solve the addition and subtraction equations, determine if it is true or false while understanding the meaning of the equal sign. Teacher Support: To support my students throughout the lesson, so that they will understand properly and use the language associated with the learning objectives correctly, I will provide positive feedback. This will help show my students what I am looking for throughout the lesson. The meanings of true, false, and equal sign as well as examples will be displayed on the board during whole group lesson for students to see when working with a partner and individually. I will make sure to walk around the room and offer support during the student’s formal assessment.

1

Early Childhood majors address vocabulary ONLY. Foreign languages address the 3 modes of communication: interpersonal, interpretive, and presentational within a cultural context. 2 ALL subject areas

Student Interactions How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?

What Ifs What might not go as planned and how can you be ready to make adjustment?

Theoretical Principles and/or Research–Based Best Practices Why are the learning tasks for this lesson appropriate for your students? Note: Identify the researcher, describe the portion of the research that relates to this lesson, and connect it to your lesson.

The students are grouped by table in the classroom according to their everyday seating to facilitate teamwork. There are five table groups with four students at each table. I usually have students work with their groups by table and the partner sitting next to them, but this time I will pair students up by partnering them with someone from a different table group. In my classroom, I have a range of struggling students, average students, and high-average students. I think the students will benefit from working with each other by pairing a struggling student with an average student and pairing an average student with a high-average student. If a student is absent the day of the lesson, I will adjust the students, as necessary. Despite the modeling example in the “We Do” section of the lesson, students may not understand the difference between true or false. If they are having trouble with this, I will refer to the definitions on the board and might show a quick video that can provide another explanation. Students may not understand the meaning of the equal sign. If they are having trouble with this, I will ask the whole class if they can provide an explanation of the equal sign, rather than giving the answer right away. During their partner work, students may not make positive choices when working together. Throughout this time, it is my job to enforce the students to make positive choices. Using manipulatives in the classroom can provide a concrete foundation for learning abstract ideas. Within the lesson, I plan to use manipulatives by having the students use counters to help solve addition and subtraction problems. The students will be able to use these manipulatives to represent different numbers in the addition and subtraction problems. In the article, Learning Through Inquiry: Makerspaces, Manipulatives, and Boardgames it emphasizes considerations when including manipulatives. According to Campbell University, involving concrete materials in math lessons can help motivate students and give them a foundation for abstract thought.

Modified 2013 SIU TEP Restructuring Committee/Updated 1/2016

Originator: Deborah Layzell

Illinois State University

Hyperlinks are not acceptable – enter in APA format.

University, C. (n.d.). Learning Through Inquiry: Makerspaces, Manipulatives, and Boardgames: Makerspaces in Education. Retrieved October 30, 2020, from https://guides.lib.campbell.edu/c.php?g=325978

Student Teacher: Taylor Bundren Lesson Plan Model2 Central Focus/Lesson Title/#: Math – Understanding the Equal Sign Grade Level: 1st Grade

PART 2 - Learning Central Focus and Instructional Strategies and Learning Tasks Materials

Standards

(Please use outline format) Teacher: Whiteboard Whiteboard markers Smartboard/Projector (for video) Manipulatives – Counters (for students) True or False equation worksheet (for students) Graphic organizer (for students) Word problem math worksheet (for students) Students: Pencil Crayons/Colored pencils Manipulatives – Counters (provided by teacher) True or False equation worksheet (provided by teacher) Graphic organizer (provided by teacher) Word problem math worksheet (provided by teacher) Content: CCSS.MATH.CONTENT.1.OA.D.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. Literacy: CCSS.ELA-LITERACY.SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

2The lesson plan template is intended to be used as a formative process prior to a candidate’s submission of edTPA materials. The template offers an opportunity for candidates to practice documenting their thinking when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. It is intended to prepare candidates to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts. Modified by SIUC Restructuring Committee/UACC.

Modified 2013 SIU TEP Restructuring Committee/Updated 1/2016

Originator: Deborah Layzell

Illinois State University

Social/Emotional: 3B.1b. Make positive choices when interacting with classmates. Student Learning Objective(s)

Content: Given the lesson and a worksheet, the 1st grade students will determine if the two addition or subtraction equations given are true or false, using manipulatives if needed, with a minimum of 13 out of 16 correct. Literacy: Given the lesson and a worksheet, the 1st grade students will draw a picture and use other visual displays to help them solve the word problem, with a minimum of 80% accuracy. Social/Emotional: Given an assigned partner to work with and a graphic organizer, the 1st grade students will describe and organize what makes a good classmate into four categories, identifying at least three reasons.

(Instructional Strategies and Learning Tasks) Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch Instruction Introduction Teaching (I do)

https://www.youtube.com/watch?v=IBcQd2rAuEo The students will watch a video for a fun introduction and to gain a better understanding of what the equal sign means. Introduction: I. Review We will review the general academic language that we have learned in previous lessons and what each of them are and how we use them. II. Objectives Today we will understand the meaning of the equal sign and determine if the addition or subtraction given is true or false. III. Relate to Students We will use addition and subtraction everyday from here on out through school and our everyday lives. It is important to understa...