Level II Lesson Plan - Supervisor Observation 2 - Tech Infused Lesson Plan

USF Elementary Education Lesson Plan
Name: JARRETT D. WILLIAMS

Grade Level Being Taught: 1ST Subject: Math Group Size: Whole Group Date of Lesson: 4/10/2018
Lesson Content
What Standards (national or
state) relate to this lesson?  1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write
(You should include ALL numerals and represent a number of objects with a written numeral.
applicable standards. Rarely do
teachers use just one: they’d  1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens
never get through them all.) and ones. Understand the following as special cases:
o a. 10 can be thought of as a bundle of ten ones—called a “ten.”

o c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five,
six, seven, eight, or nine tens (and 0 ones).
 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and one’s digits,
recording the results of comparisons with the symbols >, =, and <.
 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number,
without having to count; explain the reasoning used.
Essential Understanding
(What is the big idea or  In Lesson 3, students will apply their understanding of tens and ones to two-digit numbers
essential question that you greater than 40. Students count by tens and then extra ones to efficiently count large
want students to come away groups of objects. They then use the place value chart to record quantities as tens and
with? In other words, what, ones as well as by their traditional number (1.NBT.2).
aside from the standard and our
objective, will students
understand when they finish
this lesson?)
Objectives- What students

will know or be able to do  Given a two-digit number, students will be able to use a place value chart to record and
after the instruction – the name tens and ones within a two-digit number up to 100 with 100% accuracy.
learning outcomes
Content (WHAT students are (A) Action
learning- look to the standard)
Action (HOW students will show (B) Behavior
it- there might be clues in the
standard) (C) Condition
Measure (HOW WELL they
need to do it) (D) Degree of Mastery
(Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following  I am teaching this objective because we are in a review period as we transition back to
questions: place value.
 Why are you teaching this
objective?  This lesson fits perfectly in that the students already know and are familiar with place
 Where does this lesson fit value and using a place value chart. This allows for the integration of a new technology,
within a larger plan? NEARPOD in today’s lesson
 Why are you teaching it this
way?  The lesson is being taught this way because it allows for students to get the necessary
 Why is it important for refresher course on place value while also utilizing all of the innovative features that
students to learn this Nearpod has to offer.
concept?
 It is important for students to learn the use of this technology in that it caters to the way
that education is being taught today. Technology is such a focal point of education and
Nearpod allows for my students to be engaged in the lesson while using the technology
and also providing me with great data on how my students are understanding the lesson
and content as I progress through my lesson.
o Quizzes
o Polls
o Drawings
o Memory
o Etc.
Evaluation Plan- How will you

know students have Formative Assessment:
mastered your objectives?
 Students will be given a mixture of collaboration activities in which students can type their
Address the following: answers and friends within the class can see responses and respond with their thoughts.
 What formative evidence will  Students will be given a variety of quiz questions to gauge their understanding of place
you use to document value and what each number represents.
student learning during this  Students will be asked to use drawings to show a representation of their understanding of
lesson? place value and how to input the data in the chart.
 What summative evidence  Students will be given a poll to allow for interaction and collaboration.
will you collect, either during
this lesson or in upcoming Summative Assessment:
lessons?
 Upon completion of the lesson, students will receive the problem set worksheet. Students
will be asked to go ahead and use the knowledge they know about place value to
individually complete the worksheet. Upon completion, I will look over and grade students
work to gauge their understanding and comprehension of place value. This will allow me
to see if students are grasping the content and further indicate what my formative
assessments show me about what content I may need to dig deeper in with certain
students or the entire class as a whole. Following my check, students will take home this
problem set worksheet to serve as an aide for completion of the homework. Students will
be asked to brink homework in the following morning to be checked and graded.
What Content Knowledge is

necessary for a teacher to  Students should be familiar with place value and how to take a number and decompose
teach this material? this number into tens and one’s places.
 Student should also be able to read a word problem and break down the problem to
understand the parts and wholes associated within the problem.
 Students should be able to use the technology to create a drawing and then be able to
share their thinking to the class through share alouds. This is referred to as the celebrity
spotlight!
 Students should be able to take a two-digit number greater than 40 and place it within a
place value chart.
What background knowledge

is necessary for a student to  Students were previously taught place value over a month ago. The curriculum had
successfully meet these students move on from place value but now has students going back to place value.
objectives? Students will get the necessary review in order to properly move forward.
 To ensure students are properly integrated back into place value, I have created the
 How will you ensure Nearpod lesson to slowly approach the bulk of the lesson review. In addition, I will do a
students’ have this previous shot quick refresher before we dive into the lessons bulk material.
knowledge?  My learners are first grade students
 Who are your learners?  The use of technology in the classroom has been implemented from day 1 with the use of
 What do you know about kahoot, seesaw, QR codes, ZEARN, etc. With this use and experience, students are
them? prepared to use the technology and navigate the technology with full function.
 What do you know about  Students were taught the content surrounding place value about a month ago. With this
their readiness for this knowledge, students are prepared to focus this lesson on adaptation to the new
content? technology, Nearpod, while partaking in a review session on place value and how to
properly decompose a two-digit number within 100 to put into a place value chart.
Students are also aware of the ones and tens place and how to distinguish the difference
between the two places.
What misconceptions might

students have about this  Students may feel they don’t need additional practice about place value due to having
content? already learned the content. A misconception student may have about the content is that
they have already mastered the concept of place value and don’t need to partake in the
lesson or get the needed refresher of place value before having to more in-depth content
featuring the hundreds and thousands place in place value.
 I don’t foresee students having any misconceptions around the use of technology and
Nearpod specifically.
Lesson Implementation
Teaching Methods
(What teaching method(s) will  Guided Release
you use during this lesson? o At several times throughout my lesson, I will guide my students on how to navigate
Examples include guided the Nearpod lesson. Upon sensing an understanding of the technology, I will
release, 5 Es, direct instruction, release my students to go into Nearpod and continue with answering quiz
lecture, demonstration, partner questions, drawing answers, answering poll questions, and writing number
work, etc.) sentences.
 Collaboration
o Students will be asked to use the collaboration tool through Nearpod to post
personal interpretations of place value for peers to see and respond too. The
purpose of this versus turn and talks, students are able to collaborate with both the
students sitting at their tables along with students that they usually can’t collaborate
with across the room.
 Direct Instruction
o Students will also be instructed through direct instruction throughout re-teaching
the content of place value.
Management & Environment *Describe big ideas here; if other management details are included in step-by-step plan,
 How will you arrange make a note of that in this section.
yourself and the students
(location in the  Students are arranged in 5 sets of table groups for the lesson. Each student at the 5 table
classroom, seating)? groups will receive there own handheld iPad technology device to participate in the
 What processes & Nearpod lesson for the day. I will have my own computer device to be able to control the
procedures will you use? Nearpod live lesson. I will circulate the room as we progress through the lesson. This will
How and when will you ensure I am easily accessible to all students and their questions. This will also allow me to
communicate those to monitor student work.
students?  The procedures used through this lesson will align with the normal math procedures aside
 What expectations will from transforming them into technologically based. Students will still participate in the
you have for the application problem; however, this problem will now be walked through on the Nearpod
students? How and lesson. Students will then transfer to a brain break followed by coming back to the
when will you Nearpod program for the review and reteaching of place value in the concept
communicate those to development.
students?  Students will have the expectation to actively participate in the Nearpod lesson. Students
 What strategies will you will be required to upload answers when asked too. I will communicate these expectations
use if students do not early on in the lesson, most likely before we begin the use of the technology. Students are
meet your expectations? also expected to be able to thoroughly explain their work and strategy when and if called
Are there specific upon to enter the “celebrity spotlight”
students who require a  If students don’t meet my expectations, I will give a warning and then move forward with
more extensive either moving their clip down or calling on them anyway and showing the class their lack
management plan? What of work. This usually ensures that each student is actively participating in the lesson and
will that consist of? not distracted. Additionally, my use of humor and high enthusiasm helps to ensure I have
and keep the attention of all students.
Step-by-Step Plan Each content area may require a different step-by-step format. Use whichever plan is
(What exactly do you plan to do appropriate for the content taught in this lesson. For example, in science, you would detail
in teaching this lesson? Be the 5 Es here (Engage/Encountering the Idea; Exploring the Idea; Explanation/Organizing the
thorough. Act as if you needed Idea; Extend/Applying the Idea; Evaluation).
a substitute to carry out the  Students will be given iPads to login to the Nearpod activity.
lesson for you.)  T: Please input the following code into the Nearpod account and input your actual name.
 S: Input code and input actual name.
Where applicable, be sure to  T: When we do our application problem, what is the first thing we do?
address the following:  S: Read & Understand the text
 What Higher Order Thinking  T: Okay! So, I will read the text aloud a few times while you follow along. Make sure you
(H.O.T.) questions will you keep the key details and numbers in mind while following along.
ask?  T: Now after we read, what do we do next?
 How will materials be  S: Draw!
distributed?  T: Exactly! Everyone go ahead and use the iPad to create your own unique drawing. I
 Who will work together in may call on you to share your masterpiece.
groups and how will you  T: Call on 2-3 students to share their work and thinking!
determine the grouping?  T: What do we do next?
 How will students transition  S: Write a number equation and number sentence.
between activities?  T: Exactly! Go ahead and do that!
 What will you as the teacher  T: Call on 2-3 students to share!
do?  T: Alright! Now can anyone answer my challenge question?
 What will the students do?  S: Answer the poll.
 What student data will be  S: 100% yes
collected during each  T: Now go ahead and begin while I walk around.
phase?  S. Answer question.
 What are other adults in the  S: Raise hand if you have an answer.
room doing? How are they  T: Brain Break!!!! Students answer a poll to choose!
supporting students’
learning?  Students sit at their desks with their materials.
 What model of co-teaching  CT is walking around monitoring student work and assisting with the reteaching of place
are you using? value. Two brains are better than one!
 T: (Show 47 using Nearpod) What number am I showing?
 S: 47.
 T: When I pull apart these Hide Zero cards, 47 will be in two parts. What will they be?
 S: 40 and 7.
 T: You’re right! Explain to your partner why we don’t see 40 but just the digit 4. (Listen as
partners explain their thinking to each other.)
 S: When you pull apart the cards, you’ll see the 0 hiding behind 7.  4 stands for 40
because it’s in the tens place. 7 stands for just 7 ones.
 T: (Pull apart 47 into 40 and 7.) You are right! Show me 47 using quick ten drawings.
Count out each ten and add on each of the ones they Say Ten way as you draw them.
 S: 1 ten, 2 tens, 3 tens, 4 tens, 4 tens 1, 4 tens 2, …, 4 tens 7.
 T: How many tens did you draw? S: 4 tens. T: How many ones did you draw?
 S: 7 ones.
 T: Let’s fill in the place value chart. How many tens are in 47? Quiz!
 S: 4 tens.
 T: Let’s write 4 in the…?
 S: Tens place. (Fill in 4.)
 T: How many ones are in 47? Quiz!
 S: 7 ones.
 T: Let’s write 7 in the…?
 S: Ones place. (Fill in 7.) Repeat the process with the following suggested sequence: 57,
67, 86, 68, 95, and 100.
 T: (Write 64 on the place value chart.) What does the digit 6 stand for? Quiz!
 S: 6 tens.
 T: 6 tens is the same as…? Quiz!
 S: 60.
 T: What does the digit 4 stand for? Quiz!
 S: 4 ones.
 T: What is 6 tens and 4 ones, or 60 and 4? Quiz!
 64. Repeat the process using the following sequence: 74, 84, 93, 73, 65, 56, 79, 97, and
100.
 Students will follow the directed prompt on the Nearpod screen to put iPads on desk and
return to seat quietly to begin the problem set. Table that can do this the quickest and
quietest will receive 50 table points!
 At the conclusion of the application problem, the Nearpod account will keep the students
work and data for me to go back and assess. This will allow me to see students work and
which students are getting the concept/content, and which may require additional
teaching.
o Drawings
o Number sentences
o Work answers
 Through the concept development, students will participate in a collaboration tool in which
I can see and monitor their thoughts and ideas presented to peers. Additionally, students
will be asked several quiz questions, drawing questions and fill in the place value chart
questions for me to have data to support students’ knowledge of the place value content,
or the need for additional support with this content.
What will you do if… …a student struggles with the content?
 Students who exhibit struggles throughout this lesson will be provided with additional one
on one attention throughout the lesson. This lesson is designed so that each student is
able to get the necessary attention needed and serve as a refresher on place value.
 The Nearpod lesson is designed so that students cannot go ahead without my
progression on the slides. This ensures that no student is left behind.
 Those who struggle with grasping the concept associated with place value will be
displayed in the results from quizzes and drawings. I will provide a small group pull up
session to highlight any misconceptions I notice from student responses.
What will you do if… …a student masters the content quickly?
 Since this lesson serves as a refresher course for place value, I expect many students will
have either already mastered the content or master it quickly throughout the lesson. The
primary source of this lesson serves to implement a new form of technology (Nearpod)
into the daily curriculum.
 I have created the lesson in a way that students are challenged while also allowing for the
needed time to engage peers, test their understanding of the content, and provide a new
fun innovative strategy to learning mathematics.
 The sole purpose of this lesson is to establish Nearpod for future teaching tools. Students
who master the technology quickly can be paired with students who struggle with
understanding how the technology works.
Meeting your students’ needs If applicable, how does this lesson connect to the interests and cultural backgrounds
as people and as learners of your students?
 Not Applicable
If applicable, how does this lesson connect to/reflect the local community?
 Not Applicable
How will you differentiate instruction for students who need additional challenge
during this lesson (enrichment)?
 Through this lesson, I will differentiate instruction for students who need additional
challenge by creating additional challenge questions for my students to answer. These
challenge questions will be geared towards the students who need the challenge while
providing the other students an opportunity to expand their thinking and knowledge.
Additionally, when calling upon these students to share out work, I can ask deeper level
thinking questions to engage higher order critical thinking skills.
How will you differentiate instruction for students who need additional language
support?
 I have one student who is new and doesn’t speak any English. I have prepared this lesson
in a way that she will be able to pair up with either another Spanish speaking student for
translation, or my CT (who speaks Spanish) will be able to sit with student to translate the
text that she is unable to comprehend.
Accommodations (If needed)
(What students need specific  T.M.
accommodation? List individual  J.K.
students (initials), and then  K.F.
explain the accommodation(s)  S.N.
you will implement for these
unique learners.)  These students struggle at times with the use of technology and how to navigate. Being
that we are using a new form of technology to teach Math content, these students may
struggle. If I sense that additional assistance is needed for these students, I will pair these
students with L.T., C.R. C.C. E.P. and D.W. These five students can aide with the
navigation of the computers and how to type answers into the system, draw answers into
the system, and answer quiz questions.
 One of the great things about the use of Nearpod is that I control what my students are
able to see. This ensures that students cannot get lost and/or confused with information
before I am able to explain. The idea behind this lesson is also geared in a way that I will
be able to focus more on the technology and teaching my students how to use it rather
than the content that is being taught through this lesson.
Materials
(What materials will you use? Materials:
Why did you choose these
materials? Include any  Laptops
resources you used. This can o To follow along with tech-infused lesson (NEARPOD)
also include people!)  iPads
o To follow along with tech-infused lesson (NEARPOD)
 Pencil
o To complete the problem set.
 Problem Set
o To assess students understanding and knowledge reviewed through today’s
lesson.
 Collaborating Teacher
o Provider of resources for lesson.

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USF Elementary Education Lesson Plan

Name: JARRETT D. WILLIAMS

o a. 10 can be thought of as a bundle of ten ones—called a “ten.”

Objectives- What students

Evaluation Plan- How will you

What Content Knowledge is

What background knowledge

What misconceptions might

What will you do if… …a student struggles with the content?

What will you do if… …a student masters the content quickly?

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