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SETON HILL UNIVERSITY

Lesson Plan Template Abridged


(May be adapted based on instructors needs)

Pre-Planning
TOPIC DETAILS CK
Name Vanessa Hadley
Subject Secondary Life Skills Mathematics
Grade Level Secondary: ages 18-21
Date/Duration 25 March 2015/40 minutes (1 period)
Standards/ Alternate Standards
anchors/ CC.2.1.HS.F.2.a Convert between a rational number to
Competencies a decimal in real-life scenarios
PA/Common CC.2.1.HS.F.4.a Determine the necessary unit(s) to use to solve real
Core/Standards world problems
(Plus any others Assessment Anchor
as may be M11.AA.3.1 Computes accurately to solve problems
required)
Formative AND/OR Formal Evaluation
Summative Student responses and written work to the jeopardy
Assessment game questions.
Evidence Students participation during the jeopardy game.
Informal Evaluation
Observations and anecdotal notes on student work
performance when answering game questions.
Objective Students placed in groups will be able to demonstrate
A-B-C-D knowledge by answering mathematic review questions
correctly with 100% accuracy.
Bloom's Taxonomy Students will be able to calculate salaries using a
prompted question correctly with 100% accuracy.
Webb's Depth of
Knowledge (DOK)

Step-by-Step Procedures
RATIONALE for the CK
Learning Plan DETAILS
Introduction Activating Prior Knowledge
Teacher will draw a graphic organizer (concept web) on
the board. In the
middle the words
types of salaries
will be written. Ask
the students what
kind of salaries they
have learned to
compute branching
off the main circle
write the correct
answers in as the
students says them
(gross, overtime, double time, time and a half, weekly,
and yearly). Each student in the classroom will list one
type of salary.
As each students names a type of salary, give each of
them one wolf buck.
Hook/Lead-In/Anticipatory Set
Play the introduction/theme song to Jeopardy. Ask
students if they can identify where the song is from.
Explain to the students that they are going to be playing
a jeopardy review game on earning money and
calculating salaries.
Explicit Big Idea Statement
Instructions Multiplication and division is used to calculate different
Big Ideas types of salaries.
Essential Questions
Essential How do you calculate gross salary?
Questions What are the two types of overtime?
How do you calculate time and a half salary?
How do you calculate double-time salary?
How do you find yearly salary?
How do you find weekly salary?
Key Vocabulary
Gross pay
Per
Overtime
Time and a half
Double time
Lesson Procedure Pre-Assessment of Students
Must include Students will be able to add correct terminology to the
adaptations & concept map on types of salary. One by one students will
accommodations be called on to say a salary, the teacher will write the
for students with correct wording of the type on the map.
special needs See activating prior knowledge for what the concept
map will look like.
Accommodations, Modeling of the Concept
Modifications Co-teachers will demonstrate how to play the game.
The sequence of the lesson will be as followed:
1. The students will verbally complete concept map
on types of salary.
2. Play the introduction/theme song to class and see
if the students know where the song is from.
3. Explain to the students that they are going to be
playing a jeopardy game on earning money and
calculating different salaries to review.
4. After the hook, students will be placed into teacher
made groups and work together to come up with a
team name. Students will only have about two
minutes to create name (teacher will need to
remind students at every thirty second mark about
how much time is left).
5. After the team names are developed, a coin will be
flipped to determine who goes first. Following,
both classroom teachers will demonstrate one
round of how to play jeopardy. After the
demonstration, teacher will read rules handout to
the class and then give on copy to each team as a
reminder.
6. Co-teachers will take turn reading each question
aloud and walking around the classroom lending
help and as a rule reminder during the game.
7. Students will go one team by one team to answer
questions (team will pick which category and
points). Students will show work on both the paper
and then on the board for the whole class to see.
8. The main teacher will fill in and write the
equations on the board when it time for the longer
problems. The co-teacher will walk around and
lend him while ensuring that both groups are
following along.
9. At the end of the game/time limit (20 minutes for
the whole game -be sure to check time incase
closure needs to happen before the end of the),
each time will nominate one person to come up
and total their points (both teachers will do to
ensure accuracy). Scores will be calculated using
tally marks since students are familiar with them.
10. Begin summary of learning and closure.
Transition
Students will be broken into teams and placed in seating
together to collaborate for the game.
Guiding the Practice
Co-teachers will read aloud jeopardy questions along
with the multiple-choice answers. Within the question
slide, the equation model will be printed for students to
follow and use as a hint to answer the question. The co-
teacher will be walking around the classroom lending
help and ensuring students are following model (both
main and co-teacher will be jotting down notes).
Providing the Independent Practice
Teams will work together to answer the jeopardy
questions. Teams are required to show work on both
scarp paper and on the board when they are called. If
needed, teachers will be walking around the room to
lend help.
Adaptations/Accommodations for Students with Special Needs
Larger font
2 multiple choice questions for answers
No time restraint on each question
Teacher will read out the questions for those who have
trouble
Co-teacher will walk around while students are solving
problems, helping students if they are struggling
Have large simplified calculators with basic math
functions
Materials Rules Hand (3 copies)
(reading, White board
technology, Dry erase makers
equipment, Projector
supplies, etc.)
Scrap paper
Collaborating and working as a team
Pencil
Directions/rules given both orally and printed
Jeopardy game -
http://www.superteachertools.net/jeopardyx/jeopardy-
review-game.php?gamefile=1427162048
Jeopardy theme song - https://www.youtube.com/watch?
v=vWuQVpBeqLs
Closure Summary & Review of the Learning
Students will verbally say types of salaries out loud
along with a mini description (definition) of what the
salary is. One types of salary per student. Teachers will
take turns calling on students and writing each salary
and key word on the board as it is said.
Homework/Assignments
No homework assignments
Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher I loved having the opportunity to teach this lesson to the
Self-reflection students. Despite having an interruption of practicing an
What emergency weather drill, the lesson went very well. Providing
worked? the models and steps in different colors definitely worked in
What would helping the students identify appropriate equations and
you numbers to use. Also having the students write down the
change? problems down on scrap paper worked, it provided us teachers
with the opportunities to assess and find a mistake if made.
Having a co-teacher was definitely a benefit because we were
able to ensure both teams were understanding and able to
follow along. There was not really anything that did not work.
The next time I would teach this lesson I would adjust some
aspects. One aspect that I would change is limiting the
categories to having three choices instead of five. Based on
how long it took to answer a question, limiting to three will
help provide students with more practice and not worrying
about getting through al the questions. Another aspect that I
would change is by ensuring both teams are involved in each
question to make sure both are following along. Overall the
lesson was very flexible and was quickly abled to adapt to the
learning needs of each student.