0re 0racticum 3/ Grad 01 1 *e--on "em2late

Name: ___Daltrey Abney__________ School: _______St. Columbkille_ Date: __11/7/13______________

Grade: ______6th_________

Startin and !ndin "ime: ____ to ____

#$!%$&!' #( ")! *!SS#N +A Curriculum (rame,ork-: With regard to how this lesson fits into the big picture of the students long-term learning, which MA framework does the lesson most clearly address? ! "nderstand that positi#e and negati#e numbers are used together to describe $uantities ha#ing opposite directions or #alues %e!g!, temperature abo#e&below 'ero, ele#ation abo#e&below sea le#el, credits&debits, positi#e&negati#e electric charge() use positi#e and negati#e numbers to represent $uantities in real-world conte*ts, e*plaining the meaning of + in each situation! &n-tructional #b.ecti/e: ,y the end of the lesson, %-( what concept, information, skill, or strategy will the student%s( learn and %.( how will they demonstrate that knowledge? /W,A0 understand positi#e and negati#e numbers as opposites and be able to use this knowledge to sol#e addition, subtraction, or multiplication problems with integers! /tudents will demonstrate this through class discussion, use of manipulati#es, and written and pictorial representations of e$uations! A--e--ment: What specific, tangible e#idence will show that each student has met this ob1ecti#e? Informal Assessment: 2lass discussion and obser#ed use of manipulati#es Formal Assessment: Worksheet for group work and e*it slip problem

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Academic *an ua e #b.ecti/e: ,y the end of the lesson, %-( what lan ua e, relating to the lesson and lesson content, will the student%s( know or learn, and %.( how will they demonstrate that knowledge? 3efer to W78A and 0hree 0iers of 6ocabulary! $ocabulary: &nte er: a whole number, can be positi#e or negati#e 0o-iti/e number: a number more than 'ero Ne ati/e number: a number less than 'ero 3ero40air: a positi#e or negati#e number and its opposite that when added together e$ual 'ero /W,A0 understand the meanings of integer, positive number, negative number, and zero-pair. 0hey will demonstrate this by identifying numbers or number pairs using the #ocabulary words on their opening note cards! %i!e! four numbers are written on the board! A! Which ones are integers? ,! Which two make a 'ero-pair? 9tc!( 'ord *e/el: /W,A0 demonstrate an understanding of con1unctions and their ability to tie two ideas together by using them in a sentence on their e*it slip! %i!e! -: is an integer and it is a negati#e number( Sentence *e/el: /W,A0 demonstrate an ability to turn numerical and pictorial representations of e$uations into sentences by translating pictorial representations and algebraic e*pressions into words on their worksheets! A--e--ment: What specific, tangible e#idence will show that each student has met this ob1ecti#e? 6ocabulary; opening note card Word le#el; e*it slip /entence le#el; worksheet Content: What are the specific details of the lessons content knowledge? 0his lesson is designed to get students more comfortable working with negati#e numbers through the use of concrete manipulati#es! /tudents ha#e already worked with negati#e numbers before, and most are fairly comfortable with adding them! <owe#er, this lesson introduces the idea of 'ero-pairs as a method of sol#ing addition and subtraction problems with integers! 0his lesson also introduces multiplying integers for more ad#anced students, letting them use the idea of positi#e and negati#e numbers as opposites to sol#e simple integer multiplication problems!

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0%#C!D5%!S (#% ")! *!SS#N 7n this section, pro#ide specific directions, e*planations, rationales, $uestions, potential #ignettes&scenarios, strategies&methods, as well as step-by-step details that could allow someone else to effecti#ely teach the lesson and meet the lesson ob1ecti#es! #2enin %=-+-- = minutes(: <ow will you introduce the instructional ob1ecti#e to the students, pre-teach& pre#iew #ocabulary, and prepare them to engage with the lesson content? -! >i#e e#ery student a ?iploc bag with one note card and a set of algebra tiles! /ome bags ha#e balance hanger as well %strategically gi#en to students who tend not to be engaged(! .! Ask students to take out their note card from the bag and their pencils while 7 set up the balance scale! 9*plain to students that the left side represents ne ati/e number-, and the right side represents 2o-iti/e number-! Ask students to pair and share to come up with a definition for positi#e and negati#e numbers! 2all on students to gi#e definitions and correct any misconceptions! 5! @e*t ask students if they ha#e heard the word inte er before! 7f they ha#e ask for a definition! 7f not, write A different numbers on the board %i!e! B , 5!55, .&5, -.(! 2ircle the two that are integers and ha#e students pair and share about what those two numbers ha#e in common that makes them different from the other two numbers! %7f students 8C know what integers are, do this as a reinforcement of the definition(! 0alk about how integers include all positi#e and negati#e whole numbers and 'ero! 0ell students that today we are going to be working with integers! A! @ow tell students that they are going to make a prediction on their own without talking to their partners! Dlace one weight on B and one weight on -:! Ask students to predict where another weight should be added to balance the scale and write it on their note card! ! 2old-call on students to share their answers, e*plain, and test them! /ome students will ha#e numbered weights in their bag and will be asked to come forward and place the weight on the balance scale! 9*plain that - works in this case because it creates a 6ero4 2air. 8efine 'ero-pair! 0hen repeat points A E with the numbers BA and -F! 3emind students that the goal is to create a 'ero-pair! F! Write numbers on the board! 78 7 48 43.9: ; 0ell students to a< write down all of the positi#e numbers b< write down all of the negati#e numbers c< write down all of the integers d< write down what two numbers make a 'ero pair on their note card!

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Durin *e--on %- -.+ minutes(: <ow will you direct, guide, and&or facilitate the learning process to support the students in working toward meeting the instructional ob1ecti#es? -! 0ell students they will now be getting into groups! 0heir group number is on the top right corner of their note card! 0ell each group where they will be going and that all they need with them is their ?iploc bag and a pencil! Dass out the groups worksheet as they transition! >i#e them 5+ seconds to transition with silent #oices and walking feet! .! <a#e students get out their algebra tiles from their bag! >o through e*ample problems on DowerDoint! - making 'ero-pairs with algebra tiles - sol#e addition problems with algebra tiles - sol#e subtraction problems with algebra tiles - sol#e multiplication problems with algebra tiles 5! 0ell students each group is sol#ing different kinds of problems with their algebra tiles and to work as a group to complete the worksheet! 9ach student has their own worksheet and all students will be e*pected to turn it in! >i#e students -+ minutes to work in their groups on the worksheet while circulating around the room checking for understanding!

Clo-in %= --+= minutes(: <ow will you bring closure to the lesson and, by doing so, re#iew and determine what students ha#e learned? -! After gi#ing students a countdown, direct their attention to the front of the classroom again! 0ell students to take out their note cards again and flip them o#er! 0ell students that before they can lea#e for lunch they need to write two sentences about a number you put on the board! %i!e!-5( ! >i#e an e*ample of what you are looking for on the DowerDoint! %i!e! -5 is an integer and a negati#e number! -5 and B5 are a 'ero-pair!( .! <a#e students collect e#erything in the gallon ?iploc bag! 9ach bag should include; -A or small ?iploc bags each with the following; note card, algebra tiles, weights %if originally included( - All A or worksheets from the group 5! 8ismiss for 3ecess

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S500#%"&NG A** *!A%N!%S

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*earner (actor-: What will you do to ensure success from all students? /pecifically students on indi#idual education plans, 9nglish language learners %at a #ariety of 9nglish language le#els(, and students who may need an e*tended challenge! <ighlight all that apply! Grou2in (actorAd1ust grouping format /eat student strategically near one another Dair students Content >i#e additional e*amples Dro#ide alternate reading +aterialWrite homework list "se ,raille or large print Student %e-2on-e Alternate response format >i#e daily progress report 9*tend time "se assisti#e de#ices "se interpreter >i#e more breaks Allow use of computer S2eci=ic !>am2le-; 2hoose 5 e*amples of support from the list abo#e and e*plain in detail the differentiation! Su22ort ?1: >roup students according to math le#el! /plit the students into F le#els! Dut le#el E F students together, 5 EA, -E. so that students can learn from each other based on the le#el they are at! Make le#els - E . smaller groups! >roup -; Gibby, 8aniela, Hrancis, Anthony, 9ddie >roup .; Ashley, 4ohnny, 4ordan, 8emetri, 4ack >roup 5; >usta#o, 3eily, >ary, Mark, Annie >roup A; 8iego, >erard, Michael, Asia, 2aragh >roup ; @icolette, <annah, 4ahsiah, Iaitlyn >roup F; 4onathan, Guis, Michaela, 4amie! Su22ort ?9: Dro#ide lower le#el reading materials for le#el - E. groups!

Dro#ide on-le#el >i#e students copy of reading directions >i#e #erbal cues to 3e-read directions emphasi'e main ideas "se page markers 7ncrease number of re#iew acti#ities <andout copy of notes

Su22ort ?3: <a#e students pair and share

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(&NA* D!"A&*S #( ")! *!SS#N Cla--room +ana ement: 7f teaching a small group or whole class, how will you use classroom routines, support appropriate beha#ior, and&or handle beha#ioral issues? >i#e one e*ample! Set u2 e>2ectation- at the be innin o= the le--on and be=ore e/ery tran-ition 5-e countdo,n to et -tudent-@ attention

+aterial-: What are the materials that you will need to organi'e, prepare, and&or try-out before teaching the lesson? ?iploc bags @ote cards Algebra tiles DowerDoint& smart board Worksheets ,alance /cale Weights

(ollo,4u2: <ow will you and&or your 20 reinforce the learning at a later time so that the students continue to work toward the lessons o#erarching goal %i!e!, the MA 2urriculum Hramework(? /tudents will continue to work with integers in mathematical operations and with their work on spreadsheets in math! 0hey can use methods used in this lesson to impro#e their skills and better conceptuali'e positi#e and negati#e numbers as opposites!

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%!(*!C"&NG #N ")! *!SS#N These questions and prompts are to be used to guide the post-lesson evaluation and critique. Review the 3PA+ to see if this reflection can be used a piece of evidence. 1. Student learnin and en a ement a! What did the students learn? What e#idence do you ha#e? 8id student learning differ from what you were e*pecting? b! 8escribe how your language ob1ecti#es supported your 9nglish Ganguage Gearners in meeting your instructional ob1ecti#e! 8escribe any changes you would make if you were to teach this lesson again! c! 8escribe the le#els of engagement of three different students! <ow do you account for these #arying le#els of engagement? Why might this ha#e happened? d! Which parts of classroom management were most and&or least effecti#e? Why? 7n what ways did instructional acti#ities help or hinder the classroom management? 9. *e--on modi=ication a! What were some of the ways you modified the lesson while teaching to address the needs of #arious students in the class! Dro#ide specific e*amples! b! 7n hindsight, how might you ha#e impro#ed or modified the lesson during the planning of the lesson! c! What specific suggestions from your super#isor or cooperating teacher were implemented or not? What was the outcome? Were they beneficial? Why or why not? 3. +i-conce2tiona! What were some misconceptions students had during the lesson? 0o what would you attribute the misconceptions? 8. Stren th- and Area- Needin &m2ro/ement a! 7n thinking about your lesson as a whole, what were the most effecti#e and least effecti#e parts of the lesson? b! What do you see as your teaching strengths in the lesson? c! What areas of your teaching need impro#ement or modification d! 7f you were to teach this lesson again, what would you do differently?

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