Alex Bonikowske

Math Lesson

ED 338 LESSON PLANNING FORM

The Learner(s)
Discuss your learners’ context.
 What is their general level of development? The general level of development is that
each child already knows and understands the concept of what number is greater or
less than another number. This is a review lesson.
 What are their interests (knowledge of strengths, needs, interests) and lived experiences, (indi-
vidually and culturally appropriate; knowledge of students & community)? The interests of the
students are included in this lesson through their own counting skills and own choices during
the activity. Their lived experiences are also included in this lesson in the area where they
have been doing these activities throughout the school year.


Prior Learning
Discuss students’ past learning connected or related to this topic (What they know and can do)
 What do the students already know prior to this lesson? Tell prior assessment data (formal
and informal), teacher observations, MAP data, or other sources that will inform you about
students' strengths and areas of growth.
This lesson is all review. The students already know how to count to 100 and can
identify whether a certain number is greater than, equal to, or less than another
number. They are also able to show their answers by drawing pictures or numbers.
This has been shown through careful observations and informal assessments. The
formal assessment will follow this lesson.

Rationale
Given your answers to the above, describe your rationale for teaching this lesson in this way to
these students. (How does the information you gathered about the preferences, development and past
learning inform the way you plan to teach this lesson)
This lesson will serve as a review for the students for the learning they have done in the last week and
a half. They will be assessed on everything being taught after this lesson is complete (if time allows-
otherwise the assessment will be done the following day). This review serves its purpose to fill in any
gaps in understanding in order to prepare them for the assessment.

Outcomes/ Goals

Standards
What relevant content and anchor standards connect to this learning experience? (Cite information
from the Early Learning Standards, Common Core Standards or Next Generation Science Stand-
ards.)
WI standard 6: The teacher uses effective verbal and nonverbal communication techniques as well as
instructional media and technology to foster active inquiry, collaboration and supportive interaction
in the classroom. I always give verbal and nonverbal communication techniques in each of my les-
sons. I will be showing instructions through a website, and collaboration through peer interaction
during different parts of the review.

Learning Objective
What will students be able to do as a result of this learning experience? Frame your response in an
"I can" statement (kid-friendly language – found on Moodle).

Assessment
What are the multiple ways you will know whether your students have learned, and how deeply
they have learned? What elements of choice in showing their learning can you provide to students?
Describe formative and summative assessment strategies. Provide examples of how you will keep
track of students' learning (chart, conversational notes, rubric for analyzing student work, etc.)
I will be able to assess their overall understanding just by walking around the room and see-
ing who is on track and who is not focused. I can easily look over the students’ shoulders and
see their papers and what they’ve written down. I can also assess them by listening in on
their conversations with their partners during the turn and talk. The active activity in the
beginning is formative because they are told to verbally count the numbers 1-100. The sum-
mative portion of the assessment is the whole review. Here, I am able to see whether or not
they truly understand what they’ve been taught for the last week. I will keep them on track
by walking them through the review step by step.

Academic Language Demands (see additional handouts on Moodle,week 3 student resources folder)
What are the academic language demands of this lesson? From the edTPA "Making Good Choic-
es" handbook:
In this math lesson, the academic language demands for this lesson is ‘greater than, less than,
and equal to.’

Accommodations / Strategies for Differentiation

What are needed supports and/or additional challenges needed for individuals or subgroups to
demonstrate high learning outcomes? Describe connections to IEP goals if known.
One accommodation is an extra adult in the classroom to help some of the challenged stu-
dents stay focused. There are at least 3 special education students who need reassurance and
help almost every step of the way in order to demonstrate high learning outcomes. During
my lesson, Ms. Adelmeyer will be the extra adult in the classroom.

Materials/ Resources
What materials and resources will your students and you need for this lesson?
Smart board, pencils, 2 colors of crayons, pencil, review packet.

Procedures w/Instructional strategies (Task Analysis, Scaffolding, Behavior Reflections, Paraphrase, Mod-
eling, Effective Praise, Telling, Explaining, Questioning, and Turn &Talk/Pair Share...) (anticipated duration:
30 minutes)

 Introduction
How will you engage the students in the important and essential ideas at the beginning of
the learning experience? What open-ended questions might you ask to activate their curi-
osity and wonder? What connections can you make to their interests and strengths?
 First I will announce that we will be doing the 100 activities activity, which is some-
thing that they do (almost) every day. I will activate their curiosity by allowing them
to do the last 10 activities of their choice. This activates their interests and strengths
in counting. After this, I will show them a quick video that shows them how to do the
first page of the review packet. After the video has finished, I will ask for any ques-
tions before sending them off to their tables.

 Demonstration / Modeling
How will you provide interactive/ demonstrative examples of the activities and expecta-
tions of the learning experience? (Modeling, scaffolding, questioning, reviewing norms for
group work, co-constructing a rubric for self assessment, other?)
I will provide interactive/demonstrative examples of the activity by doing the active
part of the activity with them while modeling my counting skills out loud.

 Individual or Group Exploration and Practice

How will your students work individually or collaboratively with the ideas of the lesson?
What will you do to support and probe their thinking as they engage with ideas?
Individually-each student will be given a small packet that they will complete them-
selves.
Collaboratively- each student will discuss their answers with a partner once or twice
during the review, as time allows. How did they get that answer? Why is their an-
swer correct?
I will support and probe their thinking by assisting with questions as I walk around
the room.

 Sharing/ Celebrating Learning

How will students exchange and share their work? How will you select students for shar-
ing, and how do you anticipate that you will connect their individual or group work with
the learning objectives and assessment methods?
I will be giving the students a few chances to share their answers and opinions with
the classmate sitting next to them. I will anticipate that I will connect their individual
work with the learning objectives by careful observation that they are truly staying on
topic and giving reasonable answers.

 Closure/ Transition
How will you adjourn the learning opportunity and make an effective transition, both to the
next time that students will engage with the ideas as well as to the next moment of the day?
The students have been in this routine for the duration of the school year. They
should be expecting what will happen, but I will simply announce what we will be do-
ing step by step, just before it happens. Math time is the last part of the day. During
the actual review lesson, I will walk them through step by step through each page.

 Consideration
How can you flexibly adapt your plan if you run out of time or if things go more quickly
than you anticipate?
If I run out of time, the remaining pages of the review will become homework. If
things go faster than I anticipated, they will have time to take the assessment that was
already planned out by my cooperative teacher.