Pre-practicum 3/ Grad P1 – Lesson Template

Name: Shannon Holt Date: 11/29/2017

School: Bridge Boston Charter School Grade: 3

Starting and Ending Time: 10:00-11:00

OVERVIEW OF THE LESSON

MA Curriculum Frameworks incorporating the Common Core State Standards: 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?

3.2. NBT Fluently add and subtract within 1,000 using strategies and algorithms based on place
value, properties of operations, and/or the relationship between addition and subtraction.

Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?

SWBAT find the difference when needing to regroup across zeros.

Assessment: What specific, tangible evidence will show that each student has met this
objective?
Students will complete an activity with a partner practicing this skill and then turn in an exit
tickets at the end of the lesson to show their independence with this skill.

Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown
(2002) as cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.

SWBAT to discuss the steps taken to solve an equation involving regrouping across zeros.

Assessment: What specific, tangible evidence will show that each student has met this
objective?
Observations will be made while the students are doing the subtraction activity with their partner
to tell them how they got their answer or to correct any mistakes that either of them had in their
calculations.
Content: What are the specific details of the lesson’s content knowledge?
The content of this lesson is based on the framework of being able to add and subtract numbers
up to 1,000. This skill is something that they will need to master by the end of the school year
and to move on to other units, such as, multi-step problems.
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 PROCEDURES FOR THE LESSON
In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.

Opening (5 minutes): How will you introduce the instructional objective to the students,
“activate” learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?

At the beginning of the lesson, the students and I will read the objective together for this math
period. We will discuss what it means to regroup and why this is something that needs to occur
in some subtraction problems. This will activate their knowledge of what we have been working
on in class as well as begin to discuss what it means to regroup across zeros.

During Lesson (45 minutes): How will you direct, guide, and/or facilitate the learning process
to support the students in working toward meeting the instructional objectives?

I Do: On the board, I will write the problem 3,008 - 1,249. I will ask students to think about
how they would solve this problem. After taking suggestions, I will take the students step-by-
step and show them how this problem would be solved.

We Do: After going through that problem together, I will then have the students take their
whiteboards and whiteboard markers out and write another subtraction problem on the board. I
will set a timer for 1-2 minutes and walk around as the students solve this on their whiteboard.
Time allowing, I would like to do this for 2 more problems, having students coming up to the
whiteboard and solving the problem in front of the class

Independent/Partner Practice: Students will be given partners from our “partner chart” as well as
their spot in the room. Each pair will be given two cards with an assortment of numbers on each
one. Together, they will create four different subtraction problems using those numbers and
record their answers on the provided answer sheet. The students will be trying to see who can
solve the problem first and also correctly. This is a way for the students to discuss how they
solved the problem in order to “prove” to their partner that they have the correct answer.

Closing (10 minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?

After transitioning back to their seats, students will be given a sheet with 5 practice problems
with regrouping across zeros. This will be handed in and corrected in order to see who needs
more practice and who can move on to challenge work.

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 SUPPORTING ALL LEARNERS
As you think about supporting all learners, think about the Principles of Universal Design for
Learning (UDL), and utilize resources at the following links:
UDL at a glance: http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0
Overview:http://www.cast.org/teachingeverystudent/toolkits/tk_procedures.cfm?tk_id=21
Lesson Plan examples http://www.cast.org/teachingeverystudent/toolkits/tk_lessons.cfm?tk_id=21

Learner Factors: What will you do to ensure success from all students? Specifically students on
individual education plans, English language learners (at a variety of English language levels), and
students who may need an extended challenge. Highlight all that apply.

Grouping Factors Content Materials Student Response

Adjust grouping format Give additional Write homework list Alternate response
examples format (verbal/written)
Graphic organizers
Seat students
Provide alternate Give daily progress
strategically near one
reading Use Braille or large report
another
print
Provide on-level Extend time
Pair students reading Use manipulatives
Use assistive devices

Give verbal cues to Technology Use interpreter

emphasize main ideas
Give students copy of Give more breaks
Increase number of directions
review activities Allow use of computer

Hand out copies of

notes

Re-read directions

Use page markers

Specific Examples: Choose 3 examples of support from the list above and explain in detail the
differentiation.

Support #1: Pair Students

Students will be paired beforehand based on academic performance as well as relationships with
one another. This will allow students who may be performing higher to be the teacher or for
each of the students to push each other by trying to get the correct answer quicker than their
partner.

Support #2: Give Additional Examples

During the “We Do” part of the lesson, I will provide students with multiple examples of how to
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solve these kinds of subtraction problems. This will also be a time for the students to discuss
how they would solve the problem. Being able to have that academic talk while using these
additional examples will be important for them to master this skill.

Support #3: Technology

I will be projecting the answer sheet that they will record their own problems as I explain the
directions of the game. As I am explaining I will be filling in my projected answer sheet as a
way to make sure the directions are clear and explicit.

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 FINAL DETAILS OF THE LESSON
Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.

I will use the behavior system that we have established with our class from the beginning of the
year. When the students are following along, participating, and focused they will be rewarded
with bears which can then be cashed in for small prizes. If a student is off-task or disrupting the
learning environment then they receive a check next to their name. If they get three checks then
they owe five minutes of recess and if they get five checks then a phone call is made home.
We have also added that after the bell is rung, if students continue to talk over us we begin a timer
and that time is then owed before going outside for the next recess. The timer stops once the class
is quiet again.

Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
To teach this lesson I will need my computer to project the answer sheet on the board. The
students will also need their whiteboards in order to practice. There will be cards made with
numbers on them that the students will use with their partner to create their own subtraction
problems. Lastly, I will have an exit ticket created for the students that will be used to assess their
progress.

Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lesson’s overarching goal (i.e., the MA
Curriculum Framework incorporating the Common Core State Standards)?

This skill is something that will carry over to future math units. Being able to subtract into the
1,000 is something that the students will see in multi-step word problems frequently. This can
also be used to talk about money or even to solve real-life problems that occur in the classroom.

REFLECTING ON THE LESSON

& DEVELOPING AN INQUIRY STANCE IN DAILY PRACTICE

These questions and prompts are to be used to guide the post-lesson evaluation and critique.
Review the BC-CAP to see if this reflection can be used as a piece of evidence.
1. Student Learning/Classroom Management/Routines
a. What do you think the students learned? How did student learning differ from what
you were how
b. Describe expecting? Identifyobjectives
your language specific examples
supportedofyour
student work
English to answer
Language #3 in
Learners

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 meeting your instructional objective. Based on your experience with this lesson,
describe any changes you would make to the lesson if you were to teach it again.
c. Describe the levels of engagement of three different students in the class. How do you
account for these varying levels of engagement? Why might this have happened?
d. Which parts of classroom management were most and/or least effective? Why? In what
ways did instructional activities help or hinder the classroom management or routines?

2. Lesson Adaptations
a. What were some of the ways you adapted the lesson while teaching to address the
needs of various students in the class. Provide specific examples.
b. In hindsight, how might you have adapted or changed the lesson during the planning
stages?
c. What specific suggestions from your Program Supervisor or Supervising Practitioner
were implemented or not? What was the outcome? Were they beneficial? Why or why
not?

3. Student Learning/Assessing Student Work

a. Choose three or more examples of student work to review/analyze.
b. What were some specific misconceptions students had during the lesson? How do you
know? To what would you attribute the misconceptions?
c. How does analyzing student work inform your success with this lesson? Cite at least 3
examples from student work that either support your teaching, or indicate to you that
you should have approached the lesson differently.
d. Using the information from 3c, if you were to teach this lesson a second time:
● What would you change about the lesson and why? This should include any
planning, delivery of instruction, or closing changes.
Be specific and cite the examples of student work that are informing your
changes.
● What additional information about the students or subject matter would have
been helpful to you as you initially planned the lesson? Explain why.

4. Strengths and Areas Needing Improvement

a. In thinking about your lesson as a whole, what do you think were the most effective
and least effective parts of the lesson? What specific evidence do you have that
support these claims?
b. What do you see as your teaching strengths in the lesson? These can be in any areas
related to teaching such as planning, instruction, classroom management, assessment,
etc.
c. What areas of your teaching need improvement? Explain why.
d. If you were to teach this lesson again, what would you do differently? Why?

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