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Lesson Title: Pizza Party (ELA Merge Math)

Grade and Subject: 6th Grade Math


Date: 08/2015
1. LESSON PLAN LEARNING OUTCOMES AND PROCEDURE
Essential
1. When we read, what direction do we read in?
Question(s) /
2. Why is your math vocabulary important?
Central Focus
3. How does reading relate to math in the real world?
4. What are ratios and how do they apply outside of school? (based on our
previous discussions)
Learning
Students will understand the concept of a ratio and use ratio language
Objective(s)
to describe a ratio between two quantities.
Students will understand how math relates to reading; and how they
both relate to the real world in some form.
CCGPS or GPS
Standard(s)

MGSE6.RP.1: Understand the concept of a ratio and use ratio


language to describe a ratio relationship between two quantities.
ELAGSE6L1: Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
ELAGSE6L2: Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.

Introduction to
Lesson

(10mins.) During the introduction I will hold a brief discussion on Pizza and
how it relates to my students (also the hook). Students will be asked if they
like it, if their family has a traditional pizza day, how pizza relates to them etc.
I will share with them our goals for this lesson along with expectations and
directions for our activities planned.

Body of
Lesson

(20 Minutes)Today will consist of a group activity (The Pizza Party). Together
with both teachers students will add their favorite toppings on to the pretend
pizza bought in. After everyone has added their favorite toppings (including
the teachers) we will take two minutes to observe. During the two minutes the
students are allowed to come up with their own ratios, after the two minutes
we will come up with ratios as a whole.
Our ratios will compare:
-Certain toppings to toppings
-Favorite toppings to whole
(20 minutes) Formal Assessment: Clicker Quiz

Closure

Instructional Strategies & Learning Tasks that Support Diverse Student Needs
Learning
Supports:
Differentiation,
Modification(s)
and
Accommodation(s)
Formal and
Informal
Assessment

TAG: Project Based Learning

Summative assessments
Formal Assessment: Quick Clicker Quiz at the end of the class
Informal Assessment: Students will be given numbered sticky notes
according to what number their name is assigned (in order to give them
privacy). Using those sticky notes students will place their numbers under the
category that best describes how they feel about the subject matter after the
lesson for the day. The categories will be posted on the wall, consisting of:

1. I need help
2.I kind of get it
3.I get it
4. I can teach it

Academic Language

2. RESOURCES
Language
Functions
Vocabulary Students will demonstrate their understanding of vocabulary by writing
definitions as well as including the vocabulary in all major assignments given.
Syntax or
Discourse

Materials

Technology

Students will demonstrate their full understanding of the syntax/discourse by


being able to include their vocabulary in their group projects.
-Colored Bulletin Board Paper
-Glue
-Pizza Toppings
-Worksheets
-Sticky Notes
-Clickers
Promethean Board & Clickers