# LESSON PLAN AND REFLECTION

*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: __Liz Spingola_____________________ School: ___Urban School_______________ Supervising Teacher: ____________________ Setting/Grade: ________________________ Subject/Topic: ____________F.BF.3______________ Date: ___11/29/12_________________

INSTRUCTION PLAN To be completed by student teacher before observation

REFLECTION To be completed after observation. May be completed by student teacher and cooperating teacher or by the student teacher alone.

1. LEARNING GOALS/OBJECTIVES What student outcomes/objectives do you have for this Did all students meet your objective(s)? How do you know? lesson? Student will understand that graphs change based on different functions. Student will know how graphs change based on different functions. Student will be able to recognize the changes occurred based on the different types of functions. How do your outcomes relate to the Local/State Curriculum Model(s)? F.BF.3. Identify the effect on the graph of replacing f(x) by f(x) + k, kf(x), and f(x +k) for specific values of k (both positive and negative.

2. STUDENT GROUPING How will you group students for instruction? How did this grouping work? Would you group differently if you were to repeat the lesson in the future? There are four different types of students in this classroom. 1 Ohio Northern University Lesson Plan Template

2003-2004

LESSON PLAN AND REFLECTION
*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: __Liz Spingola_____________________ School: ___Urban School_______________ Supervising Teacher: ____________________ Setting/Grade: ________________________ Subject/Topic: ____________F.BF.3______________ Date: ___11/29/12_________________

In the beginning of class, they will work together as a class. Then, I would put the students in 4 groups of 4 and 2 groups of 5.

3. ACCOMMODATIONS/MODIFICATIONS How will you accommodate for students with special Were the accommodations/modifications effective? How do needs/ethnic or cultural differences/limited English you know? proficiency? There are four different types of students in this classroom. Mixed race Mixed economic levels Mixed ability And 2 students with excessive absence (who are present today) I will place at least one student with high or moderate ability and good understanding with the struggling students including the two students who have excessive absence, the limited ability students and the limited English proficiency. This will help the lower achieving students and the students who are lost to ask the higher achieving students questions. Although I will provide graphing calculators, I will try to pair each group up with a higher economic level student who already has a Ohio Northern University Lesson Plan Template 2

2003-2004

LESSON PLAN AND REFLECTION
*Adapted from Educational Testing Service PATHWISE Classroom Observation System materials for limited use by Ohio Northern University. Used by permission of Educational Testing Service, the copyright owner.

Name: __Liz Spingola_____________________ School: ___Urban School_______________ Supervising Teacher: ____________________ Setting/Grade: ________________________ Subject/Topic: ____________F.BF.3______________ Date: ___11/29/12_________________

graphing calculator so that each group has a person with them who is familiar with the layout of the calculator and can help teach the other students about it.

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Ohio Northern University Lesson Plan Template

2003-2004

4. METHODS How will you 1) activate background knowledge, 2) make connections, and/or 3) introduce the lesson? I will start with a warm-up problem: Show the video: Introduction to Functions (http://www.curriki.org /xwiki/bin/view/Coll_Group_KhanAcademyMathGroup /IntroductiontoFunctions?bc= ;Coll_Group_KhanAcademyMathGroup.Functions.) (Video is 10 minutes long) Ask: Which of the following are functions? Explain how you know (5 minutes). (Every x value maps to exactly one y-value) -4 Did this engage the students in the lesson? How?

How effective were these strategies/methods? What might you change the next time you teach the lesson?

How much time did you actually use? Was it too long or too short? How could you correct this? What instructional methods will you use?
___ Constructions ___ Library research _X_ Cooperative learning ___ Peer editing ___ Discussion/questioning ___ Practicum Practice/drill _X_ Problem solving ___ Field Study _X_ Reflection/response ___ Graphic organizers _X_ Independent learning ___ Role playing ___ Laboratory ___ Interactive Lecture ___ Viewing/Listening/Answering ___ Other________________________ ___ Inquiry _X_ Discovery ___ _X_ Experiment ___ Reporting ___ Journal ___ Simulation

Did you provide adequate closure? If not, why not? What could you change?

Why did you choose these methods? I chose these methods because the cooperative learning will help all students to be able to learn and discover more by using the ideas of others in their group. Discovery, problem solving and experiment because many students learn best through discovery. Independent learning so that students don’t just use others’ knowledge to succeed at the task. Reflection, so the students understand what they just did and can write about it. What activities/applications did you plan? Activity
Show the video: Introduction to Functions. (link above) (10 minutes) Ask: Which of the following are functions? Explain how you know. (Every x value maps to exactly one y-value) (5 minutes working by themselves, 5 minutes as a class discussion. Write the equations on the board then ask students to raise their hand if they think that equation is a function. Tally responses, discuss. -4

Time Allocated

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Ohio Northern University Lesson Plan Template

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Break students into 4 groups of 4 and 2 groups of 5. Give each group a set of functions (shown below). Hand out calculators to those who need them Tell the student to graph the functions they are given. Make sure they take notes and pay attention to the way that the functions move in accordance to the original function. (15 minutes) Original functions: f(x)=2x f(x+1)=x +1 f(x-2)=x-2 2f(x)=2x f(2x)=2x f(-8x)=-8x

How will you bring the lesson to closure? Discuss the transformation. Ask for student input on the rules of the transformations. (10 minutes) Make sure they come to these conclusions: f(x) + a is f(x) shifted upward a units f(x) – a is f(x) shifted downward a units f(x + a) is f(x) shifted left a units f(x – a) is f(x) shifted right a units –f(x) is f(x) flipped upside down ("reflected about the x-axis") f(–x) is the mirror of f(x) ("reflected about the y-axis")

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Ohio Northern University Lesson Plan Template

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Assign homework from the book due the next day. 5. MATERIALS What instructional materials will you use? In what ways were your materials effective? Ineffective? What would you change? Graphing calculators, graph paper, pencils, list of functions. How will you infuse technology into the lesson? How did the use of technology enhance the lesson?
Technology used: ___ Cassettes ___ CD ROM ___ DVD ___ Overhead ___ Computer ___ Smart Board ___ Slides ___ Distance learning ___ Digital camcorder ___ Tape recorder ___ Internet _X_ Other___calculator ___ VCR/TV ___ Digital camera ___ Other_______________ ___ Laser Disk ___ Other_______________

Would you do anything different next time?

6. EVALUATION How do you plan to evaluate student outcomes (see Did the evaluation provide adequate information about the checklist)? Why are you evaluating in this manner? desired student outcomes? Why or why not? Formative assessment is very important for the students and the teachers Questioning is engaging and helpful for the students. Problem/solutions.
Assessment alternatives: ___ Application exam Scales ___ Concept mapping ___ Parent evaluation ___ Objective test _x_ Observation ___ Contract ___ Quantitative ___ Rating scales ___ Rubric

Did anything happen during the lesson that caused you to change your evaluation plan? How did it change and why?

How will you use the information gained from the evaluation?

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Ohio Northern University Lesson Plan Template

2003-2004

___ Peer evaluation ___ Checklist _x_ Questioning ___ Self-evaluation ___ Performance ___ Journals ___ Inventories ___ Portfolio ___ Problem-solving ___ Other _________________________________ assessment Put a “√” for assessments reflecting process and an “x” for those that reflect products.

7. ADDITIONAL REFLECTIONS AFTER LESSON IMPLEMENTATION Did you develop independent, creative, and/or critical thinking and problem-solving skills in your students? If so, how? If not, how might you incorporate these into future lessons?

Was your lesson developmentally appropriate to the students? If not, what do you need to change?

Did your lesson address the needs of ALL students in your classroom? (Consider racial and cultural differences, disabilities, limited English proficiency, etc.)? If not, which student(s) had difficulty and what interventions could you use with this group/individual so that he/she/they might achieve the learning outcomes?

Was the learning environment conducive to your lesson? If so, how? If not, how do you need to try to change the learning environment to support your teaching?

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Ohio Northern University Lesson Plan Template