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Writing Piece 3-Instruction

Lesson Plan :

Teacher: Ms. Hayley Grade Level: 9th

I. Content and Standards
a. Standard - CC.2.2.HS.D.10
i. Represent, solve and interpret equations/inequalities and systems of
equations/inequalities algebraically and graphically.
II. Prerequisites
a. Students should know the definition of absolute value
b. Students should know how to solve compound inequalities using inverse
operations
III. Essential Questions
a. How can inequalities be applied to real-life situations?
IV. Instructional Objective
a. Students will understand how to solve and graph absolute value inequalities based
on the restrictions of how many spaces from zero an expression can be
V. Instructional Procedures: BDA
a. Before (10)
i. Students will come into the classroom and start working on a Mastery Do
Now based on the previous day’s lesson
1. This was supposed to be an exit ticket, but students needed more
time to practice
2. Teacher will greet students at the door and prompt them to take
their seat and their homework out
3. Tonight’s homework will be posted on the board for students to
copy down in their agenda upon coming into the classroom
ii. The Do Now will have skills from the previous day
a. Solving a one step “and” compound inequality
b. Solving a one step “or” compound inequality
c. Solving a two step “and” compound inequality
d. Solving a two step “or” compound inequality
iii. Students will pass their Do Nows in as a mastery grade
iv. Teacher will put the objective on the board and have a student read aloud Commented [C1]: This is an example of the component 3a
b. During (38) specifically expectations for learning. A student will read
aloud the objective so that all students will know what skill
i. Teacher will tell students that they will be participating in an investigation they will be working on today.
activity
1. Teacher will instruct students to get into their heterogeneous
groups to answer the questions based on absolute value Commented [C2]: This is an example of component 3a
a. The questions are scaffolded so that it starts easy until the specifically Directions for activities
last question students have to try something they haven’t
seen before
absolute value
ii. The second and third questions are finding the
absolute value of a positive and a negative number
iii. The fourth question has an absolute value equation
iv. The final question asks to graph an absolute value
inequality |x| < 12.
1. This question has prompting questions for
students
a. What are all of the x’s that are less
than 2 spaces away from zero?
write two inequalities or as one!
2. Students will work on this activity for 10 minutes, making new
discoveries based on the definition of absolute value and using the
number line Commented [C3]: This group work activity would fall under
ii. After 10 minutes, students will be asked to face the board component 3c specifically Activities and assignments as well
as grouping of students
1. Teacher will have different groups share out the answers
a. Teacher will cold call for the first four questions, the
groups will not know who will be called on so they should
be prepared to share Commented [C4]: This part of the lesson falls under
2. Teacher will ask students to share their discoveries on how they component 3b specifically student participation
could graph an absolute value inequality
3. Teacher will use a resource called Habits of Discussion
a. Students compete with different class periods
b. They earn points by respectfully agreeing or disagreeing
with their peers. They may also ask clarifying questions or
c. The class who has the most Habits of Discussion points at
the end of the week will get a prize Commented [C5]: This part of the lesson falls under
4. Teacher will use this strategy to encourage students to have a component 3b specifically discussion techniques
discussion around the last question
5. Teacher will use questioning techniques to lead students to the
a. Teacher will give feedback on students’ answers Commented [C6]: This would fall under component 3d
iii. Teacher will then go through guided notes to give students a clearer under feedback to students
picture when absolute value inequalities become “and” or “Or” Commented [C7]: This would fall under component 3c
1. When an absolute value is less than or equal to or less than the specifically structure and pacing
two inequalities are connected by the word and.
2. Teacher will show an example of rewriting the inequality using
and
3. Teacher will then have a student do another example
4. Teacher will then show students an example of solving and
graphing an absolute value inequality after they have written the
compound inequality with the word and
iv. Teacher will then discuss when to use “or”
1. When an absolute value is greater than or equal to or greater
than the two inequalities are connected by the word or
2. Teacher will show an example of rewriting the inequality using or
3. Teacher will then have a student do another example
4. Teacher will then show students an example of solving and
graphing an absolute value inequality after they have written the
compound inequality with the word and
v. Students will then move back into their heterogeneous groups to work on
various absolute value inequalities problems Commented [C8]: This would be under component 3c
c. After (10) specifically Grouping of students
i. Students will be asked to move back to their rows so that they may
complete an exit ticket based on today’s lesson
ii. Students will work on the exit ticket silently for 10 minutes
iii. Teacher will ask a student to help collect calculators and put them in the
designated bin
iv. Teacher will remind students about their homework before collecting exit
tickets and dismissing students
VI. Materials and Equipment
a. Do Now
b. Class Work (Investigation, examples)
c. Group Work
d. Exit Ticket
e. Homework
VII. Assessment/Evaluation
a. Teacher will look to see if students are making mistakes when working on the
investigation activity Commented [C9]: This would fall under component 3d
i. Teacher will see if students are making small mistakes so that they are not specifically monitoring of student learning
making the correct discoveries
b. Teacher will look for 80% mastery on exit ticket
VIII. Differentiation
a. Students work in heterogeneous groups
i. Strong students help struggling students understand the concept
ii. Struggling students receive the help they need
b. Scaffolded lesson where class starts with easy examples and works their way up
i. Students are able to struggle with the activity first using their prior
knowledge
c. Students are able to work through problems with their group and work together to
make new observations
d. If students are working faster than the teacher there are extra problems at the end
of the notes for students to try
IX. Technology
a. Smart-board
b. Calculators
X. Self-Assessment
a. Are students working in their groups? Do they get stuck on a previous skill that
stops them from being able to make discoveries? Are they coming to the correct
conclusions? Are my guiding questions helpful or are students getting more
confused?
Reflection

My lesson demonstrated various components of Domain 1: Planning and Preparation. My

objective was clear to the students as every day after they pass in the Do Now a student reads the

objective out loud. At the beginning of class once students have settled after working on their Do

Now I go through the agenda that is displayed on the board about what they will be doing that

day. I created this lesson so that it flowed coherently and the activities made sense. My lesson

started with students working their groups to work on one page. The first four questions they

have seen before, but the last question they needed to use their prior knowledge to figure it out.

The questions that they had already learned were the absolute value prior knowledge they needed

to try to figure out the last question. After students came together to share out their answers.

They were able to make discoveries on absolute value inequalities. Once they shared out the

examples were scaffolded to fill in any gaps of their knowledge about absolute value

inequalities. I want to be able to incorporate more real-life examples in my lessons. I have tried

to do more student-centered learning, but I want to combine that with real life examples. Once

we have solved absolute value inequalities we can talk about how it could apply to their life.

My level of performance in the Instruction domain came from the activities and the

expectations I set for my students. For every activity, I have directions on the board as well as

use oral language to tell my students what the expectations are for the activity. After I have given

the directions for the activity I ask a student to repeat back to me what the directions are. Thus,

the directions are repeated one more time summarized by a student. I set expectations for each

activity as well as thoughtfully put groups together so that students are able to support each

other. I carefully picked activities that would support students learning in a greater depth. The

activities and the expectations helped me keep a positive classroom environment.
I strive to keep a positive classroom environment while also holding students accountable

for their actions. I incorporated the Habits of Discussion into this lesson so that there would be

positive student interactions with other students. Students were able to agree or disagree with

each other respectfully as we went through the lesson. For example, a student said that the |3|

was -3. As soon as I wrote it on the board many hands went up to respectfully disagree with that

answer. This is an improvement because sometimes students will call out saying “Wrong!” Thus,

it has created an environment of respect and rapport. I was able to have students move quickly

through transitions from going into group work to going into whole class discussion and back to

group work. Students were able to move their desks in a way that I could circulate around the

room making sure everyone was on task as well as assessing how students were doing with the

material. I used the strategy of counting down as well as positive shout outs to have students

move quickly and seamlessly through transitions.

Finally, I always hold a level of professionalism when interacting with students as well as

staff in the building. I was able to show professionalism by following all of the expectations of

me as a teacher and holding students accountable to the Code of Conduct. I am able to reflect on

what is happening in the classroom and make changes based on what my students need.

Domain 3 Reflection

The first component of Domain 3 was 3a, Communicating with Students. I think I did a

fairly good job with my students regarding the first component. I set clear expectations for the

lesson every day by having a student read the objective every day. I also give clear directions for

activities in each activity. I have the directions on the board as well as verbally explain the

directions to students. I think something that I could work on more in this area would be to use
better language. I try to conceptualize the content, but I should find more mathematical

vocabulary to use with students. If I improve my language, that will help me reach my goal of

creating more in-depth questions.

The second component of Domain 3 was 3b, Using Questioning and Discussion

Techniques. Something that helped me excel more in this area would be Habits of Discussion.

This technique allowed for many students to weigh in on a question especially ones that were

more up in the air. Students were able to have a productive conversation with each other and the

lesson was not as teacher led. I cold called groups to share for the first four questions on the first

activity, which helped with student participation. I was able to hear from more voices in the

room rather than just the same students who participate all the time. I want to improve the quality

of the questions that I ask. Rather than just asking students “What are the two inequalities you

would write from this problem?” I would ask “What requirement does x have to abide by? Why

do we have to write these two inequalities based on this requirement?”. This will be able to get

my students thinking more in depth about the problems I am posing rather than just having one

right answer. This will lead to more opportunities for Habits of Discussion.

The third component of the Instruction Domain, Engaging Students in Learning, was the

component I demonstrated the most in my lesson. I included activities that promote student

thinking that emphasizes depth and I encouraged students to explain their thinking. I put students

in group heterogeneously based on their level. Students are able to help each other while also get

extra support from their peers. I make the groups based on how students interact with each other

and group dynamics. I structure the lesson so that students are able to think about the problem

using their prior knowledge first. Then, we went through examples on how to solve different
types of absolute value inequalities. They were then able to practice after getting the direct

instruction and then take an exit ticket.

I found that the fourth component, Using Assessment in Instruction was the component

that I need the most improvement. I was able to give feedback to students during the discussion,

but that was the only moment in the lesson I gave feedback. I monitored student learning

throughout the lesson by circulating during the notes as well as group work to see what students

were getting wrong in their groups. I need to incorporate more time for students to self-assess as

well as monitor their progress. Something I could do would be to give an answer key to the

group after a few minutes of work time so that they could check their answers for the first few

questions. Thus, they can assess if they are doing the work correctly and if not where they are

making mistakes. I need to add in more assessments during class, not just at the end.

Finally, I consistently demonstrate flexibility and responsiveness during my lesson.

Throughout the lesson I adjusted what I would say or how the students were working depending

on what they needed. For example, students were getting antsy, so I let a few students come up

to the board to explain the problem. Rather than just hear me go over the problem while they

answer questions in their seat they were able to learn from their peers. I was able to persist

through the lesson and make sure students reached the objective. Throughout the whole lesson I

am problem solving thinking about what I can do to help my students in that moment.