USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd

Name: ___Gabrielle
Group
Size:
Varies

Date of Lesson: February

11, 2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Evaluation Plan- How will

MACC.3. MD.1.1: Tell and write time to the nearest minute and measure time intervals in minutes.
Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by
representing the problem on a number line diagram
(https://www.mheonline.com/fl_math/pdf/correlations/G3_WrittenCorrelationsIM22012.pdf).

Students will be able to understand how to add/subtract different time intervals.

Formative:

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?

Name: ___Gabrielle
Group
Size:
Varies

Date of Lesson: February

11, 2016

I will differentiate for students who need help in a small group after the whole group
lesson is taught, during this time I can monitor and evaluate students as they work, I will
ask them questions to see if they understand the concept or strategy behind what they
are doing.
Summative:
Students will have independent work that I can check after they complete it.

Time

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Students
Getting out homework, Question of the day
Teacher
Final Intern will be doing whole group instruction
Teacher/St
udents
I will have a small group of students who need more assistance,
which I will further, instruct and assist while some students will work
together/individually.

USF Elementary Education Lesson Plan Template (S 2014)

Schwarz_________________________________
Grade Level Being Taught: Subject/Content: Math
3rd
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Meeting your students
needs as people and as
learners

Name: ___Gabrielle
Group
Size:
Varies

Date of Lesson: February

11, 2016

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Students will need to be able to tell time throughout their life, this lesson
connects to that.

Differentiationbased on
the needs of your students
how will you take
individual and group
learning differences into
account.

I will be doing small group with students based on their needs, and
will be providing assistance to the students when needed. I will use
manipulatives in order to explain the information in a different, more
interactive way as necessary.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

I will attempt to incorporate the theory of scaffolding, which we have talked about in
many of our classes, as I want the students to get to the answer themselves, rather than
me simply answering every single question they have. I want to guide students to the
correct answer, not give the students the correct answer.