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USF Elementary Lesson Plan

College of Education Childhood Education & Literacy Studies

All objectives must be written as what you expect your students to DO. Do not use the words KNOW or UNDERSTAND. All objectives declared must be those you are committed to systematically assessing, as stated in your Evaluation Plan (Part 7). What is the Essential How do you solve word problems? Question (Big Idea) all students are investigating? What are your objectives for SWBAT Demonstrate addition as putting together and adding to using manipulatives student learning in this SWBAT Demonstrate subtraction as taking apart and taking from using manipulatives lesson?

1. Lesson Goals:

SWBAT Analyze the word problem they are given and depict the problem they have to solve

Why have you chosen these objectives?

These objectives were chosen because my students will learn from the teacher modeling how to use manipulatives to solve problems. After I have modeled and used the gradual release form, students should be able to meet these objectives independently. CCSS.Math.Content.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

What Standards (National or State) relate to this lesson?

2. Content Knowledge
Provide an overview/explain what teachers should know about this topic. What prior knowledge is necessary to master the objective(s)? Is there a learning trajectory in the lesson (in other words, is there a logical sequence of steps that students must take to master the content)? What connections can be made to other disciplines? What real world connections can be made? What is the underlying content knowledge that you want students to understand? What misconceptions do students typically have about

Teacher must be able to use manipulatives and explain to students what it means to add and subtract using them Students must be familiar with the terms add and subtract Students will analyze the word problems and circle the information they need to use to add or subtract Word problems can be connected to reading since students have to read and think about the problems Word problems can be relevant to real world situations

Adapted from University of Florida Pathwise Instruction Plan: Pre-internship

this concept? Rationale and Relevance (Connection to Students Knowledge, Skills, Experience) Why is it important for students to learn this concept? Name, and then explain how your organized this lesson to address the interests, readiness levels, culture and/or learning profiles/styles of your students. Explain why you made these choices. Your rationale must contain clear evidence of your understanding of differentiating instruction, culturally responsive pedagogy your classroom curriculum, and your knowledge and understanding of your unique learners. What are the various ways that you will group students during this lesson and why have you chosen each grouping method? What students need specific accommodations in this lesson?

Its important that students learn this concept because its part of everyday life. This concept can be used in and out of the classroom with everything. For instance, using money.

3. Levels of Differentiation How does your lesson connect to the interests and cultural backgrounds of your students? We will use word problems that include objects (i.e. candy) from their culture, or a setting (country) which they are from. How does your lesson connect to/ reflect the local communities? The word problems given will include peoples names that are in our local community. How will you differentiate instruction for students who need additional content support during this lesson? I will differentiate instruction by forming a small group with students who need content support. I will spend more time with them reviewing the content. How will you differentiate instruction for students who need additional language support during this lesson? Students who need language support can have more time and use our communicating smileys (happy face= I understand, slanted face= Im not sure, sad face=I dont understand). How will you differentiate instruction for students who need additional challenge during this lesson? Students who need an additional challenge will be given word problems that are more difficult. Content knowledge, use of manipulatives

List individual students of significance who continue to need special support to be successful during instruction. Then list the specific accommodations you are planning to use for each of these unique learners. Remember, accommodations are not the same as differentiating instruction, although the two can overlap. Students initials Accommodation

J.G. M.M.

Student will be given a set of the example problems that teacher uses in the board since student has trouble seeing from far. Student will work trying to solve the problems in the carpet rather than her desk because she needs to have space to put her ideas together.

Adapted from University of Florida Pathwise Instruction Plan: Pre-internship

4. Methods
What teaching method(s) will Gradual release model you use for this lesson? Why have you chosen this I have chosen this method because it is very important that I model what I want the students to do. method or these methods? What specific co-teaching One teacher will be explaining while the other teacher is walking around monitoring the students. method are you incorporating? 5. Activities: What are the specific teaching behaviors that will occur during each portion of the lesson? Remember, if you have different groups doing different activities, each groups activity sequence must be clearly explained in separate sections. This is often the longest section of your lesson plan and will need to be written exhaustively. Please also include the timing each activity will take, your plan for transitions between activities, and strategies to support time management and classroom management. What activities have you planned for each phase of your teaching method? What is the role of the teacher? What is the role of the student? What student data will be collected during each phase?

Whole Group: Teacher 1 will put a word problem on the board Teacher 1 will ask What can I do to solve this problem? Students might raise their hand and answer while Teacher 2 jots down what the student(s) says. Teacher 1 circles the numbers in the word problem. Teacher 2 transitions to the elmo and ask students if they should add or subtract Teacher 2 uses the elmo to show student how many manipulatives should be used based on what Teacher 1 wrote on the board. Students draw the numbers and manipultatives on their notebook and are asked to write a number sentence Teacher 1 and Teacher 2 walk around and see how the students are doing Student is given their own word problems Students are allowed to work in pairs Students must use their manipulatives and their math journals to help them figure out the word problem Teacher 1 and Teacher 2 walk around and assess students Students are given another word problem and are asked to work independently using manipulatives and journals Teacher 1 and Teacher 2 walk around and monitor how students are doing Small group: students who need more help with the content Teacher 2 will sit in a group table with students and go over basic adding and subtraction problems using Manipulatives. Teacher 2 will then add in a word problem and have them circle cue words and numbers.

List the primary materials and resources will you use to support each students success in meeting the learning goals (this can include people, as well!) What instructional materials Teacher 1, Teacher 2, manipulatives, worksheets, math journals

6. Materials:

Adapted from University of Florida Pathwise Instruction Plan: Pre-internship

will you use, if any? Why have you chosen these materials?

They are necessary to learn and do math word problems.

A comprehensive data collection plan is needed that demonstrates how you intend to provide multiple kinds of evidence to document student learning in an ongoing manner. How do you plan to evaluate Before: Questions about what to do in a word problem student learning on the During: Monitor students working with a partner content of this lesson? List After: Look at the students math journal the combination of evaluation/assessment data you plan to collect before, during, and after the lesson (Examples: responses to test/quiz questions and/or scores, student work products or performances, teachers journal, observations and field notes, photographs/video, surveys).

7. Evaluation Plan:

8. Resources

http://www.corestandards.org/