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DIXIE STATE UNIVERSITY – DEPARTMENT OF EDUCATION ELEMENTARY 4th SEMESTER & STUDENT TEACHING LESSON PLAN TEMPLATE (1/25/13) Teacher Candidate

Leslie Vasquez-Hunt Grade Level 2nd Grade Title Problem-Solving Strategy: Make A Table CONTEXTUAL FACTORS (classroom factors)
Contextual Factors: 8 students – 5 girls, 3 boys 3 Hispanic, 5 Caucasian Vision: Student #1 wears glasses Left-handed: Student #2 Reading: Red: Student #5, Student #6 Yellow: Student #7 Green: Student #1, Student #2, Student #3, Student #4, Student #8 ELL: Student #4 and Student #5 (Both students speak English fluently). Student #5 is within Intensive reading level due to comprehension, fluency is on level. Other contextual factors:  Student #5 and Student #6 need Tier 2 instruction throughout most lessons due to comprehension skills.  Student #8 is a high level learner and needs enrichment.  Student #3 has a hard time sitting still and needs opportunities to move around and joke with his peers or he shuts down.  Student #7 is very sensitive, yet honest with her feelings. She will tell you she does not understand, and at times will be hard on herself and cry.  Student #5 does not like a lot of noise or distractions when he is trying to focus. When this happens he shuts down and will become the student who will tell on other students.  Student #1 needs glasses; she has a tendency to forget them at home and will need to sit close to the board to see. She also loses focus easily and needs to be pushed to stay on task. She will also say she is done with an assignment in order to talk to peers.  Student #6 will rush through assignments to get them done. She says she understands but her work proves otherwise. Classroom environment:  The classroom is set up in tables with groups of 4-5 students at each table.  The class is broken up from grade 2 and grade 3 during math instruction.  The classroom has 8 computers set up in the back of the room.  The classroom has 10 iPads for student use.  The classroom has a whiteboard that has the ability to be used as a Smartboard.  There is an Image Mate (Elmo) to use for overhead purposes, DVD and VHS player as well.  The classroom has access to the Internet and a teacher computer.  There are vocabulary and other language material all over the classroom.  Students have a shelf at the end of their tables with school supplies, and cubbies by the front door for backpacks and coats.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective: Domain: Measurement and Data Work with Time and Money Standard 2.MD.10. Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using

information presented in a bar graph. (SIOP 3-Content appropriate) Content Walk-Away:

I will read, write and discuss information in order to make a table to solve problems.
(SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) Language Walk-Away:

I will read, write and discuss information in order to make a table to solve problems.
(SIOP 1&2 language and content objectives) (SIOP 3 content appropriate) Vocabulary: Review

ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Think-Pair Share: I will write the following problem on the board for students to solve by making a table: Each boy in the class has the same number of super hero shirts. Two boys have 8 shirts. How many super hero shirts do 6 boys have? I will have the students think about the statement, then share their thinking with a buddy. As the students line up for recess they will share the response with me as they walk out the door. Homework: Students will be given homework from Chapter 9 Lesson 6 out of their student workbooks. Content Walk-Away Evidence (Summative): Students will be able to read, write, and speak in order to make a table to solve problems. Language Walk-Away Evidence (Summative): Students will be able to read, write, and speak in order to make a table to solve problems.

Modifications/Accomod ations (ELL, IEP, GATE, etc.) All students should be able to understand this without modifications.
For student #8 (and those who finish early) I will have him (them) write two problems that can be solved by making a table. I will use these problems as the problem of the day for the following morning. Or I will have them work in a group to solve the problems. For students #5 and #6 I will guide them through the exercises in On My Own. I will help them use manipulatives while working through the exercises.

Approx. Time

ACTIVE LEARNING PLAN
Activate/Building Background Knowledge Review vocabulary from the previous day:  Data  Survey  Tally marks  Picture graphs  Symbol  Bar graph We will play the vocabulary review game as a class to warm up for the lesson and review the vocabulary for this unit. I will connect to previous lessons on problem solving. I will ask students what they remember about

reading a story problem and what strategies we have used in order to help us to solve the problem. I will wait for students responses and see what they remember. It should be Understand, Plan and Solve. We underline what we know, circle what we need to find out. Plan how we will solve the problem. Then, solve the problem. We will then read the objective for the day. I will then tell the class that for this lesson we will make a table to solve the problem. We will discuss how a table is similar to a graph and contains data and helps us organize data. Essential Question: How can I use a table to help me organize data and solve problems? Why is it important to use problem solving strategies? When will we use these strategies in the real world? Would it be helpful to draw pictures? What words are helpful to look for when you are reading a problem? (Difference and sum) Review: Common Core Quick Check (This is to assess student learning from Chapter 9 Lesson 5). This quick check has three questions. I will have students use a white board to write their answers and I will walk around to check for understanding. Once the students have answered the questions we will go over the answers together as a class. I will also pull up a vocabulary word game on ConnectEd and play the game as a class. (SIOP 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities, 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary) Formative assessment: Learning Goal I will be able to understand vocabulary, and concepts learned from lesson 4. I will be able to recall problem solving strategies.

Success Criteria Review vocabulary and learned concepts from lesson 4.

Assessment Strategy Ask questions, probe for deeper understanding. Model Quick Check responses on Common Core Quick Check

Modification/accommodations: (ELL, IEP, GATE, etc.) I will have the students work in pairs to go over the vocabulary word cards in their workbooks for chapter 9. These word cards have pictures, and a vocabulary activity on the back of the card that I will have them fill out. They will then place these cards in the vocabulary envelope in the back of their books. We will pull out these word cards for the vocabulary review game. Focus Lesson (“I do it”) Model: I will discuss with the students what it means to make a table. I will write on the board the following: Carl and Jake hit a total of five home runs in a baseball game on Friday. Josh hit two home runs on Saturday. I will make the following chart on the board and show students how to make a chart to answer the question. Home Run Hits Who Number When Carl and Jake 5 Friday Josh 2 Saturday I will then ask the following questions: How many home runs were hit altogether? Which operation should you use to solve this problem? (Add or subtract) What information is important to answer the question? Who can give me a number sentence that solves this problem?

Learn the Strategy: I will then guide students through the student page on 561. I will have a student read the problem on the top of this page. Then I will guide them through the problem solving steps. Understand: I will have the student’s recall that we will underline what we know and circle what we need to find out. I will model this for the students on the board. Plan: We will discuss the strategies we could use to solve this problem. I will remind students of the table I just modeled for them. I will have the students use this same table strategy to solve the problem. Solve: I will work through the problem on the student’s page, and have the class mimic what I am doing. How many pancakes will the five friends get altogether? 15 How could we make sure this answer is reasonable or does it make sense? (SIOP 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques, 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking, 16-Opportunity for interaction, 17Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students, 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking) Formative Assessment: Learning Goal I will be able to read and solve problems by making a table.

Success Criteria Read, write and solve problems.

Assessment Strategy Ask questions for deeper understanding Model

Modification/accommodations: I will slow my pacing and make sure all students are following along. Guided Instruction (“We do it”) Practice the Strategy: I will have a student read the problem on the top of page 562. We will walk through the steps together. I will pull name sticks to ask what each step should take. We will follow the steps, and I will fill in the gaps when needed for clarification. Understand: Underline what we know, Circle what we need to find out. Plan: Discuss strategies to solve the problem. I will lead students towards making a table strategy to solve the problem. Solve: I will lead students through the problem and making a table to show how to solve the problem step-by-step. What number could you skip count by to find how many pets 7 people have? Check: Is your answer reasonable? I will have an open discussion with the class and hear their answers. (SIOP 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques, 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking, 16-Opportunity for interaction, 17Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students) Formative Assessment: Learning Goal Success Criteria Assessment Strategy I will be able to make a table in Read, write and make tables to Work together questions 1. order to solve problems solve problems Look for evidence by walking around and seeing their work. Listen as students discuss questions. Modification/accommodations: I will have higher level questioning to help enrich my higher-level learners. I will pull out manipulatives for my hands on learners. Collaborative/Cooperative (“You do it together”)

I will have students work collaboratively at their tables to work through problems 2-6. They will be able to discuss the different problems together and create charts to solve. Formative Assessment: Learning Goal Success Criteria Assessment Strategy I will be able to make a table in Read, write and make tables to Look for evidence by walking order to solve problems solve problems around and spot-checking students working together. Modification/accommodations: For students #5 and #6 I will guide them through the exercises in On My Own. I will have them read the problems, listen as they read to see if they are reading and understanding the questions being asked. I will have them use manipulatives while working through the problem. Independent (“You do it alone”) Students will be asked to do the Homework section independently in class or take it home for homework. (SIOP 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing) Summative Assessment: Summative Assessment will be the homework that will be due the following morning. Modification/accommodations: For student #8 (and those who finish early) I will have him (them) write two problems that can be solved by making a table. I will use these problems as the problem of the day for the following morning. Or I will have them work in a group to solve the problems. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) We will review the objective for the day and discuss what we learned; this would also include vocabulary. Think-Pair Share: I will write the following problem on the board for students to solve by making a table: Each boy in the class has the same number of super hero shirts. Two boys have 8 shirts. How many super hero shirts do 6 boys have? I will have the students think about the statement, then share their thinking with a buddy. As the students line up for recess they will share the response with me as they walk out the door. (SIOP 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment) SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Strategies: 13-Students use learning strategies, 14-Scaffolding, 15-Higher-order thinking, Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? I need to remember to list my objective on the board, and ask the deeper level thinking questions. I also need to remember to give appropriate feedback. What materials do I need to have ready? I need to have PowerPoint ready for the lesson, index cards, and

manipulatives, and crayons. What is the approximate time needed for this lesson? The appropriate time needed for this lesson is 45 minutes.

REFLECTION AFTER LESSON
How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? I can use the assessment data to reflect on the student’s learning outcomes. This way I will be able to evaluate how my lesson will be for the following day. I will need to know if I need to reteach some of the content or if I will be able to move forward without reteaching and just a review. How can I transfer what I learned from teaching this lesson to future teaching? I can transfer what I have learned about group configurations in this class to other lessons, or if I need to add more enrichment or slow down. What was effective and not effective? Modeling and discussing results as a group can be effective, however, with this class most of them want to get busy working together and collaborating. What goals can I set to improve my practice and student learning? My goals are to be able to have all my students understand and interpret data. This lesson was a little more difficult. It seems as soon as we get to story problems or problem-solving students tend to shut down, or act like they do not know what to do. I have to get excited about story problems so my students can get excited. As soon as I let them go on their own they said, “I don’t get it?” It was almost immediate 3 or 4 students raised their hands and wanted help. So, I pulled those students into a small group and had different students read the problem, and discussed how we could solve the problem. It was more like a we do, with my guidance through the whole independent practice sheets. I did however; have them do the homework pages on their own so I could assess student learning.