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JPTAAR Lesson Format

Name: __________Tiara Tyer______________

Grade Level: _____7th grade_______

Date lesson was taught: ____2.18.15_________

Time: ____1:50 pm___________

Prior to Teaching
This section of the planning process helps you think through why this lesson is necessary. It is
the data that supports your purpose for the lesson. It contains the following:
This is the data you have to support the need for the objective you have chosen. This could be
but is not limited to pretests, written work that has been evaluated, checklists, or observations
that have been documented.
The results from a pre-test in the beginning of the year asking students a variety of math topics
including to add, subtract, multiply, and divide numbers with exponents.
Purpose and relevance:
This clarifies why you are teaching this lesson based on the pre-assessment, how it is relevant to
the experiences of your students, and how it makes connections to other experiences and
multiple perspectives.
The skill of adding, subtracting, multiplying, and dividing numbers with exponents is needed in
Algebra and Calculus.
Here you state what you want the students to learn as a result of this lesson. In other words, state
the concepts and/or skills students will acquire as a result of this lesson. It does not state
activities or what the teacher will do.
Students will be able to add, subtract, multiply, and divide numbers with exponents in order to
simplify expressions.
Common Core Alignment:
This is where you state where the objective fits in the Common Core Standards
( )
Know and apply the properties of integer exponents to generate equivalent numerical
expressions. For example, 32 3-5 = 3-3 = 1/33 = 1/27.

Technology Standards Alignment: This is where you state where the objective fits in with both
the Maryland Teacher Technology Standards (MTTS) and the ISTE-S (Student Standards)
Standard V: Integrating Technology into the Curriculum and Instruction.
Indicators: Develop an appropriate assessment for measuring student outcomes through the use
of technology. Manage a technology-enhanced environment to maximize student learning.
6. Technology operations and concepts. Students demonstrate a sound understanding of
technology concepts, systems, and operations.
Now that you have the objective, how will you know if learning occurred? State how you will
assess the objective. This must be linked to the objective. Assessment can be ongoing or at the
end of the lesson. Either way it must be documented in some way. Examples of assessments
could be anecdotal records, checklists, writing assignments, diagrams/pictures, quizzes, tests,
projects, or performance tasks.
Performance task: how well the students performed during classwork.
Unit/ Chapter test: to see how well the students have mastered the material
Posttest: to see how well the students have retained the material
Considerations for Teaching
Think about the following considerations as you plan instruction to better meet the needs of all
Instructional Materials:
List what you will need for your entire lesson
-Guided notes
-Smart/Promethian Board
-Smart Response/ Activote (clickers)
Teacher Preparation and Resources:
What preparation is necessary to be knowledgeable about the content of the lesson?
- review the class textbook
Media and Technology:
What technology would enhance your instruction and the students learning? You will want to
note any preparation needed to use the technology.
Smart/Promethian boards

- Create the Smart Board slides that have the questions from the student worksheets.
Smart Response/ Activote (clickers)
-Make sure each clicker has batteries and works.
-Practice maneuvering the smart board to see student responses.
To ensure that all students have access to achievement, how will instruction be adapted for
students with varying ability ranges, learning modalities, and handicapping conditions?
-every student will receive adequate time to answer each question on the worksheet.
-the clickers are accessible to all, despite any handicapping condition.
Adaptations for students with special needs:
State accommodations needed for students with special needs. These students might include the
following: IEP, ESL, physically challenged, academically advanced, academically challenged.
-if one student is not able to manage the clickers I will pair them with a student who can, or
arrange it so that the entire class works in pairs.
-if one student is academically challenged or advanced, working in pairs will benefit them as
well because they will be able to work with another student to either learn from them or teach
Multicultural and Diverse Perspectives:
Consider if and how you can incorporate a multicultural focus in your lesson. How will
instruction reflect diversity and appeal to students from various cultures?
-the worksheet can include word problems that mention different countries or even towns. Since
the lesson is on exponents, the problems can discuss the population growth of different places
that relate to the students.
Possible Modification of Plans:
This modification to your lesson plan is needed when: the lesson exceeds the timeframe, the
lesson falls short of the timeframe, or the students lack the prior knowledge needed for the lesson
in spite of the analysis of the pre-assessment data.
-additional classwork
-review of fractions (in order to divide numbers with exponents, or multiply numbers with
negative exponents)
During Teaching
These are the sequential steps you design to scaffold the students understanding of the skills or
concepts necessary to achieve the objectives.
How will you access students prior knowledge?
Look at the results from the pretest.

How will you motivate the students to be engaged in the lesson?

Apply the problems to different cultures and countries they can relate to.
Sequential Scaffolding Steps:
These steps should:
Guide students to assimilate new information or skills and to accommodate a new
concept or schema.
Be abbreviated phrases, yet specific enough to provide you with good support.

Be numbered for easy reference during teaching.

Most lessons will include each of the following steps:

Modeling: The teacher demonstrates the skill or concept while the students observe.
o Checks for Understanding: The teacher monitors understanding by informal strategies such
as: circulating, Every Pupil Response, anecdotal notes, observation with checklists, interspersed
as needed.
o Transitions: The teacher scripts clear directions for managing students in situations such as:
physically moving within the classroom or when changing instruction from overhead
transparency to completing a worksheet, for example.

Guided Practice: The teacher leads the students in development of the skill or
o Checks for Understanding (interspersed as needed): The teacher, at the Smart Board, begins
the lesson on exponents.
o Transitions (interspersed as needed): The teacher gathers the students attention and asks
them to listen intently and take notes on their guided notes page.

Independent Practice: The students practice the skill or concept without the teachers
guidance while the teacher observes.
o Checks for Understanding (interspersed as needed): The teacher circulates the classroom to
view students worksheet answers and their pace of answering the questions to determine if the
questions were challenging or not..
o Transitions (interspersed as needed): Teacher gives clear instructions for students to complete
the worksheet, and when finished, to stop working, turn on the clickers and wait for further
instructions. If pairs are required, the teacher will assign them based on the seating chart.

Closure: The students actively construct and share what they learned; the teacher
guides this activity.
o Checks for Understanding (interspersed as needed): Teacher allows students to respond to
each question on the worksheet by using the clickers. The teacher will review how to do certain
problems if the majority of the class got the wrong answer.

o Transitions (interspersed as needed): Teacher gives clear instructions on how to use the
clickers. Teacher receives and views answers on the smart board and goes over answers on the
white board.

Instructional Extensions: Students engage in activities that extend learning beyond the
classroom or activities in other subject areas.
-Adding, subtracting, multiplying, and dividing exponents can be related to science (how fast
bacteria grows), business (how fast stocks or companies grow), and history (how fast populations