Part A: Lesson Planning

Dont Take Me Literally!

Your Name and the Date on which the plan will be taught: Allie Nevius, September 20th
Grade Level: 3rd
Length of Lesson: 30 minutes
LEARNING GOALS

CENTRAL FOCUS OF LEARNING SEGMENT: Interpreting text

PURPOSE(S): The purpose of this lesson is to help students interpret words and phrases as
they are used in text.

LEARNING OBJECTIVE(S): At the end of this lesson, students will be able to:
1. Determine the difference between literal and nonliteral language.

Primary Subject Area(s): Language Arts

Standard(s): 3.RV.3.1 Determine how the author uses words and phrases to provide
meaning to works of literature, distinguishing literal from nonliteral language, including
figurative language (e.g., similes).
Integrated Subject Area: N/A
Standard(s): N/A

PLANNING CONSIDERATIONS

KNOWLEDGE ABOUT MY STUDENTS THAT WILL INFLUENCE THE DESIGN OF THIS

PLAN:
According to my Student Survey, only five of my twenty-seven students enjoy math at school.
Therefore, I will work to make this lesson exciting and engaging by personalizing it to the class.
Fifteen of my twenty-seven students stated that they learn best when working with others

according to my Student Survey, therefore I have created an interactive math lesson that allows
the students to discuss the material with each other and practice using the academic language.
Additionally, my initial impressions show that many of my students lack confidence in math
despite their answers usually being right. A review lesson will help build their confidence in math
and encourage them to learn more.

PREREQUISITE OR SUPPORTING SKILLS NECESSARY FOR SUCCESS:

Vocabulary: words, digits, whole number, expanded form, hyphen
Conceptual Understanding: place values
PRIOR ACADEMIC LEARNING & PRE-ASSESSMENT INFORMATION:
Thus far we have discussed place values, simple addition and subtraction, and adding three
digit numbers. In our simple addition and subtraction math lessons, the average score was a
93% on their homework which indicates that they have a fairly strong grasp of this concept.
Each day we are practicing our addition and subtraction facts with timed tests. We have noticed
that when we discuss the answers with the class, they are able to correctly say the answers for
single digit and double digit numbers but they struggle with verbalizing the answers for triple
digit numbers. This indicates that we need to review how to read and write multiple digit
numbers.

SPECIFIC STUDENT NEEDS:

Student Initials
[may be
multiple]
BH, CJ
KE, KB
KE

SM, JE, JE, KM,

AF, AL, JR, EZ

Type of need
[ELL/IEP/Specific skill deficit/GT/High performing]
IEP Students who receive 120 minutes of literacy instruction each day and
40 minutes of math instruction in the resource room.
IEP Students who receive 30 minutes of specific targeted reading skills
instruction.
IEP Student receives an additional 30 minutes a day of math support in
the resource room and guided study in addition to the general classrooms
math instruction.
These students are all fluent English speakers but come from homes that
are bilingual. The students require visuals and less use of idiomatic
speech.

One Significant Learning Modality [not linguistic] and how it will be utilized:
Visual- To help my visual learners we will be writing the numbers in the hundreds place in one
color, the numbers in the tens place another color, and the numbers in the ones place in a third
color.

One Significant Aspect of Character and how it will be fostered:

Honest- The aspect of character that relates to honest will be fostered in this lesson by having
the students work with a partner and practice writing their numbers out in both word and digit
form. The students will have to be honest with themselves and their partners as to whether or
not their partner reached the right answer.

One Significant Habit of Mind and how it will be fostered:

Thinking Independently- Students think independently as they work to read and write the
numbers in both digit and word form. Students will be encouraged to share their personal
strategies with the class to help find creative ways to reach the correct answer.
Co-Teaching Strategy/ies that will be used:
One teach, One assist: During the direct instruction, I will have the primary instructional
responsibility of introducing the lesson, and guiding the students through the guided practice.
Miss Shepperd will assist during the guided practice and independent practice to ensure that
students who are struggling receive additional support. She will also watch during the guided
practice for the students responses to the ALLS and Informal Formative Assessments.

INSTRUCATIONAL AND ASSESSMENT STRATEGIES

RECALL PREVIOUS LEARNING-LESSON: I will ask the students, What did we learn about
during math yesterday? [We learned about place values. The ones place, tens place, and
hundreds place.]

ACADEMIC MOTIVATOR(S):
1. (Learning Materials) Tell the class that they will use colored pencils during math
today.
2. (Learning Activities): Explain to the class that today they will also have some time to
work with a partner to help them work through difficult problems.
ATTENTIONAL PROMPT(S):
1. (Curiosity): Write clues on the board to have the students guess a number. Examples: 9
in the tens place, odd number, more than 95, Who am I? Answer: 97. 9 in the tens place,
even number, more than 98, Who am I? Answer: 190.
2. (High Interest): Tell the class that you will now give them a VERY tricky problem and
switch the problems to include money instead of simply listing numbers.
ACTIVE LEARNING LISTENING STRATEGIES:
1. Students will read the word form, digital form, and expanded form with me aloud, all
together and at the same time.

2. Students will write the numbers in word form on their white board all together and at the
same time, as I write it on my white board.
3. Students will put their thumbs up if they agree with an answer or thumbs down if they
disagree.
INFORMAL FORMATIVE ASSESSMENTS:
1. Students will write the numbers in word form one their white board all together and at the
same time, as I write it on my white board. They will hold up their white board for me to
check. (ALLS 2)
2. Walk around the classroom and check student pairs answers as they write them with
their colors.
3. Ask random pairs to come up and share their answers and have the class agree with
thumbs up or disagree with thumbs down to see how well the entire class has
understood the lesson. (ALLS 3)

ORDER OF TEACHING with PROCEDURES:

(Instructional steps, teaching and assessment strategies)

Words used to tell the children the purpose of the lesson: Today we are going to learn how
to read and write numbers up to 999.
Words used to tell the children the objective of the lesson: By the end of this lesson, you
will be able to write the names of numbers through 999 with both words and digits.
1. DIRECT INSTRUCTION
a. Recall (see above)
b. Tell students that today they will learn how to read and write numbers up to 999. Tell
them that by the end of the lesson they will be able to write the names of numbers
through 999 with both words and digits.
c. Tell the class that they will use colored pencils during math today and that they will also
have some time to work with a partner to help them work through difficult problems.
(Academic Motivator 1 and 2).
d. Write the number clues on the board one by one. (Attentional Prompt 1)
e. Explain that there are two ways to describe numbers, using digits and words. Ask the
class where they have seen numbers written with digits.
f. Explain that each number can be written using only words. Have the students refer to
the chart in their book. Look at the way the words are written and discuss one word
names and hyphenated names and patterns in the words. (ALLS 1)
g. Show the class that they can write 384 in expanded form (300 + 80 + 4) and use this
form to write the number in word form. (ALLS 1)
2. GUIDED PRACTICE:

a. Have each student use a white board and practice writing example numbers on the
board in word form on their white board. Share answers. (ALLS 2) (Informal
Formative Assessment)
a. Examples: Use digits to write two hundred seventy-five, use words to name
313, use digits to write five hundred sixty-two
3. INDEPENDENT PRACTICE:
a. Ask students to work with the person sitting next to them and write the following
examples on a piece of paper using different colors for each place value. Tell the
students the problems will be more challenging and tricky and switch the problems to
relate to money. (Academic Motivator 1) (Academic Motivator 2) (Attentional Prompt 2)
Examples: Write the amount of money as digits:
a) six hundred twenty-five dollars
b) two hundred eight dollars
c) $648
d) $706
b. Walk around and check groups answers. (Informal Formative Assessment 2)
c. Call random groups to come up and share their answers. Have the class agree or
disagree with hands signs and discuss right and wrong answers. (Informal Formative
Assessment 3) (ALLS 3)
d. CLOSURE:
a. At the end of the lesson, I will ask the students, What did we learn about today?.
[We learned the how to write and read numbers as digits and words.]

DIFFERENTIATION OF INSTRUCTION:

Student
Initials
BH, CJ

KE, KB

KE

Type of need
IEP Students who receive 120
minutes of literacy instruction
each day and 40 minutes of
math instruction in the resource
room.
IEP Students who receive 30
minutes of specific targeted
reading skills instruction.

IEP Student receives an

additional 30 minutes a day of

Differentiation
-

These students will receive alternate

curriculum in the learning center. (Substitute
Curriculum)

I will read the written words aloud to help

alleviate learning obstacles due to reading
struggles. (Input)

Additional assistance from Miss Shepperd

and myself will be available during our
guided and independent practice. (Level of
Support)
Additional assistance from Miss Shepperd
and myself will be available during our

math support in the resource

room and guided study in
addition to the general
classrooms math instruction.
SM, JE,
JE, KM,
AF, AL,
JR, EZ

These students are all fluent

English speakers but come from
homes that are bilingual. The
students require visuals and
less use of idiomatic speech.

guided and independent practice. (Level of

Support)
-

The student will be allowed to orally answer

the questions to a partner or the teacher as
opposed to writing it. (Output)
Additional assistance from Miss Shepperd
and myself will be available during our
guided and independent practice. (Level of
Support)
I will read the written words aloud to help
alleviate learning obstacles due to potential
language barriers. (Input)

FORMAL FORMATIVE/SUMMATIVE ASSESSMENT: N/A

MATERIALS:

Prepared by TC:
N/A
Prepared by CT:
-

N/A

Other Materials:
White board and markers
Saxon Math Book
Student white board and markers
Colored pencils

SOURCES:
Hake, S. (2008). Saxon Math Intermediate 3. Orlando, FL: Harcourt Achieve Inc.

Part B: Analysis of Planning in relation to teaching and student learning

To be completed after teaching the lesson
WHAT WORKED WELL:
[Should only identify the one or two most successful factors]

WHAT DIDNT WORK WELL DESPITE ADJUSTMENTS AND MONITORING:

[Should only identify the one or two most significant problems]

HOW THIS LESSON COULD/SHOULD BE IMPROVED BEFORE FUTURE USE:

MY PROOF THAT THIS LESSON DID OR DID NOT IMPACT STUDENT LEARNING:

NEXT STEPS: