Lesson #1

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Gunner Haug

Grade Level: 4th Grade
Subject: Math
Date: 01-17-19
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
4.OA B. Gain familiarity with factors and multiples

List the Rationale (cite theories or theorists):

Within this lesson, I used Vogotsky’s theory of scaffolding to meet the student’s ability
and needs. I will also use Skinner’s theory of behaviorism when I use positive
reinforcement throughout the lesson.
List the learning objective(s) to be addressed in this lesson (specific, measurable,
attainable, timebound). Use the following format: “Students will be able to…”
Students will be able to gain familiarity with factors.

Describe how the learning objective(s) and the learning outcomes is/are appropriate
for the age/developmental level of the students.

Student CG has been struggling with number recognition, writing down the number
she said, and confusing numbers because of the tens value. For example, the
number will be 27 and she will write 17.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special

needs, including those of gifted students, those of students’ physical needs, and
those due to cultural characteristics).
This lesson will be presented to one Caucasian female student with a moderate
cognitive disability.
Describe your Knowledge of Students: (in terms of the whole class and individual
students)
(e.g., language needs; approaches to learning; prior learning and experiences;
academic proficiencies/behavioral differences; areas of interest).
Student CG is very chatty and bubbly. She likes to get off task and be distracted. She
is motivated by chocolate, conversations of lunch/recess, and doing things she
enjoys. When working with numbers, Student CG can become frustrated. Breaks may
be beneficial for this lesson.
List the materials/resources you will need to teach the lesson.
M&Ms
Whiteboard
Marker
I-pad/laptop
Number cards

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into
the lesson and explain how it will enhance instruction and student learning.
We will watch a video about numbers to begin the lesson. We will also use to I-pad to
get extra practice by playing number bingo.

Accommodations: Base this on the information you provided for Classroom

Demographics and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the
needs of all learners and accommodate differences in students’ learning, culture,
language, etc. *
I have scaffolded this lesson to fit the student’s needs. This lesson is one to one for
the student’s benefit.

Pre-Assessment: Describe the instrument or process you will use to measure

students’ level of understanding toward the learning objective(s) prior to teaching the
lesson.

The pre-assessment is a matching worksheet. Student CG will draw lines from

numbers to the corresponding number words. The teacher will read the number name
“fourteen” and then the student will draw a line to “14”. The pre assessment will show
me how well she can recognizes numbers 1-20 without reading them in order.

Pre-Assessment: Describe how the results of the pre-assessment (what the students
have demonstrated they know) will be used to design the lesson objectives,
instruction, and post-assessment. (Include charts, graphs if applicable)
If she excels with numbers 0-20, I will move it up to 0-30. We would then have to
practice writing numbers that are in the 20s and differentiating from the teens.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively
engaged throughout the lesson.
Verbal cues, nonverbal cues, proximity to student, and explicit instruction.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning
objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective.
I will explain what we will be doing throughout the lesson. “We will work on counting
and recognizing numbers. We will count on the number chart and use M&Ms to work
on remembering our numbers. If you work hard on getting better with your numbers, I
will let you have a few M&Ms. Later we will work on my laptop and play Bingo.” I will
count to 30 while pointing at each number on her number chart. I will emphasize how
some numbers (that she struggles with are pronounced) are supposed to be
pronounced. This will emphasize what each number looks like and sounds like. I will
also hit on the fact that the numbers 20-29 start with a 2 and are pronounced with a
“twenty-____”. I will get the M&Ms out and show her a few examples of what we will
do with them. When I say a number, I will count M&Ms until I get to that #. I will then
state that I have that many M&Ms. After I have stated how many M&Ms I have, I will
write that number on the mini-whiteboard. I will show student CG 2-3 examples of
working with the M&Ms.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities
to practice the skills and content needed to meet the learning objective(s).
Student CG will count on the number chart while I point to each number. If she
struggles, we will do it together and do it a few more times. Then I will point to random
numbers on the chart to see if she can recognize the number without the
memorization of the number order. Once I feel that student CG has a grasp on the
concept, we will work together counting M&Ms, stating, and writing the number. When
CG has done this efficiently with minimal guidance, we will move on to number bingo.
http://www.abcya.com/number_bingo.htm

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills
required by the lesson objectives?
Student CG will do Number Bingo independently, unless otherwise needed. She will
be reminded to work hard and try her best. She will receive praise when she does
well and receive cues when she gets off task. After a few games of Bingo, she will
complete the post-assessment. During the post-assessment, I will read the number
word “one, two,” and point to the number word. Student CG will need to write a line
from a number that matches the number word I have read and am pointing at.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that
were taught in an interactive manner (whole/small group, etc.).
I will tell her how well she worked on the lesson. If she worked hard, I will praise her
for her effort and give her M&Ms. If she struggled, I will explain that we need to stay
on task and work harder if she wants to get better with numbers. I will explain that we
need to be good with our numbers because they are going to be used everyday for
the rest of our lives.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment
you will use to measure students’ level of understanding toward the learning
objectives after teaching the lesson.

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what
extent did students achieve the learning goals/objective of the lesson? Cite examples
from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
My student went from a 15/20 to a 17/20. She went from a 75% to an 85%. The
student did gain more familiarity with the factors. She could benefit with more
repeated practice and reteaching.
Pre-Assessment vs. Post-Assessment
20

18 17

16 15
Number of points possible

14

12

10

0
Pre-Assessment Post-Assessment
Number of points earned

Reflect
Reflect on your instructional strategies, interactions with students, and classroom
management strategies. Describe what went well and what areas you need to revise
in the future. Cite examples (from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why
would you make each revision? Cite examples from the lesson plan, video and/or
student work that would prompt revisions.
The relationship with the student has become solid at this point in the year. This helps
with the classroom management with the student. I used verbal and non-verbal cues
to keep her on track with her work. The manipulatives seemed to distract the student
rather than motivate her. Next time it may be smart to have a reward to work for, but
not use it as a manipulative to avoid distractions. I was very flexible throughout the
lesson. We got through a lot of practice in a short amount of time. The student
seemed to enjoy and do well during the independent work of number bingo. Overall,
the lesson went well.
Lesson #2

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Gunner Haug
Grade Level: 5th
Subject: Math
Date: 02-12-19
PLANNING
List the standards that will be addressed in this lesson.
Developing understanding of the multiplication of fractions and of division of fractions in limited
cases.

List the Rationale (cite theories or theorists):

I will use Skinner’s theory of behaviorism when giving praise and positive reinforcements. I will use
Piaget’s theory of schema when I teach and connect new information to information they have
learned before.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will be able to understand how to multiple fractions.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

Students can multiply basic numbers such as number 10 and under with little to no trouble. They will
also use this information when dealing with bigger fractions.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs,
including those of gifted students, those of students’ physical needs, and those due to
cultural characteristics).
There will be one male student with a mild cognitive disability being pulled out of the class to a
breakout room to have 1 on 1 instruction. There will be no physical, gifted, or cultural considerations
required.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
We will work through problems together on the white board. I will write it on the board to make sure
it is organized and readable. The student will tell what step to do and what number we will get.

List the materials/resources you will need to teach the lesson.

Whiteboard
Marker
Calculator
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.
Calculator
Practice sheet on smart board
Fraction multiplication game
Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students’ learning, culture, language, etc. *
The student will be able use a multiplication chart to help the student follow through their
multiplication process.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson.

This pre-assessment will be used to measure how much prior knowledge the students have with
traveling and the expenses that come along with it. It will also show me how well the students do
with word problems and finding out what operation to use to figure out different types of problems.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
It will determine what points within the instruction need time spent until they are
completely mastered.
Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.
Proximity to student will keep the student on task. I will use verbal cues and brain breaks to
maintain focus during independent work.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective.
I will go through problems such as one that are on the assignment and that are on the
assessments. I will show him how to go through basic problems such as 1/2 X ½. I will also go
through problems that are more complex that can be reduced before multiplying such as 1/3
X3/9. We will go through problems that you will switch the denominator from the first
fraction to the second and then reduce like: 3/5 X 2/9 and change it to 3/9 X 2/5= 1/3 X 2/5.
Finally, we will work through problems that will be harder and won’t have any way to reduce.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
The student will finish the practice paper with teacher guidance to ensure he is doing it
correctly. Once that is finished the teacher will put the fraction multiplication game on the
smart board. After a few rounds of the game and the teacher can fully see that the student
has mastered the topic they will move on.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
The student will do their 2-page assignment and finish with the post-assessments. This will be
checked by the teacher to see how much they have learned throughout the lesson and how
close they are to truly mastering the subject.

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
I will emphasize that the students need their basic fraction multiplication mastered, so they
can work with more complicated fraction processes and may have to solve similar problems
like this in their future.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.

What is ¼ X 1/3 in simplest form?

What is 2/5 X 4/5 in simplest form?

What is 1/5 X 2/10 in the simplest form?

What is ¾ X ½ in simplest form?

What is 2/8 X ¼ in simplest form?

 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
The student did better than expected on the pre-assessment and slightly improved when it
came to the post assessment. He didn’t quite master it and get a perfect score but was very
close. His score from 3/5 -60% went up to 4/5 which is an 80%.

Pre assessment vs. Post assessment

4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
1 2

Series1

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make
each revision? Cite examples from the lesson plan, video and/or student work that would prompt
revisions.
The lesson went well. The student had no trouble focusing in the contained classroom and worked
hard on his independent work! He did have a little bit of trouble with finding the problems that could
be reduced before multiplying, but that comes with his struggle of basic math facts. I presented
lesson in a calm but friendly fashion and thought it went well!
Lesson #3

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Gunner Haug
Grade Level: 4th Grade
Subject: Reading
Date:01/20/19
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
4.RF.4 Read with sufficient accuracy and fluency to support comprehension.

List the Rationale (cite theories or theorists):

I will use Vugotsky’s theory of scaffolding to change the lesson to accommodate my student. The
student has a reading level of a 1st grader, and would struggle mightily with 4th grade reading.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will be able to read with sufficient accuracy and fluency to support comprehension.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The student must work at a reading level that challenges her, but is still attainable. The student will
need these basic reading skills to become a better reading. She will use these skills within her daily life
for the rest of her life.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs,
including those of gifted students, those of students’ physical needs, and those due to
cultural characteristics).
The lesson will be presented to a Caucasian female. She has down syndrome and qualified for special
education services under a cognitive disability. There are no physical, gifted, or cultural components
to consider throughout this lesson.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
The student may need verbal or non-verbal cues to maintain focus.

List the materials/resources you will need to teach the lesson.

Pre-assessment
Video
Crayons
Pencil
Fun worksheet
Flashcards relating to cause and effect

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.
Smart board for reading Pete the Cat I Love My White Shoes.

Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students’ learning, culture, language, etc. *
The student will have a one-on-one lesson. She has partial walls in her desk area to help maintain
focus. The lesson will be scaffolded to meet her academic level. The lesson hits on different criteria of
her priority checklist including: developing better understanding of colors, reading basics, and reading
strategies.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson.

The pre-assessment will be a basic fill in the word with a choice of before or after. This pre-
assessment will tell me if I will focus more on using “before” or “after” of if I can teach more about
cause and effect. If she does well on the pre-assessment, it shows me that she knows how to properly
use those words and I can expand it and relate before and after to cause and effect.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
If the student does well, I will prepare to have a more in-depth lesson focusing on cause
and effect instead of working with before statements and after statements. If she does well
I will introduce the cause and effect concept and informally assess her understanding on
the concept.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.
The student is very chatty and easily distractible. She may need many verbal and non-verbal cues.
Depending on when the lesson is presented, the student may need motivation. She works the best
before recess and lunch, making the morning the optimal time to present. Extrinsic rewards may
help boost the motivation and also explaining that we will listen to book/video on the
iPad/smartboard may increase her likelihood to work willingly.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective.
I will read the book Pete the Cat I Love My White Shoes without any interruptions. After
reading it one time through, I will explain how to use before and after statements properly. I
will introduce the new vocabulary words “cause” and “effect”. I will explain what they each
mean and give a few examples of each. I will connect the before and after statements to the
new vocabulary words. I will explain how before and after statements usually give clues to
figuring out whether it is cause or effect. After I assess that the student has a grasp on the
concept, I will read the book another time.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
During the second read I will be pausing on each page to talk about cause and effect
happening in the story. We will have time to have short discussions and I will give her
opportunities to answer questions on each page such as “Pete stepped in a puddle and his
shoes turned brown. What is the cause and what is the effect of this?” After we have read
the book and discussed the cause and effect happening, we will watch the video of the book
animated with song.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
The student will complete this worksheet. She will need to cut, glue, and color the pictures.
This will help work on fine motor skills and also give her another opportunity to work with
cause and effect. After working with cause and effect so much, I do not think the student will
struggle to do this on her own. She may need guidance at some point though.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
I will explain that this is just the beginning of cause and effect. We will continue working on
developing on these skills. These skills will really help the student developing statements
explain events and decipher events. We will begin on working on making predictions and
summaries in the future.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.
 Pete’s shoes were blue (before/after) stepping on

blueberries.

Pete’s shoes were white (before/after) stepping in the

mud.

Pete’s shoes were brown (before/after) stepping in the

mud.

Pete’s shoes were red (before/after) stepping on

strawberries.

Pete’s shoes were white again (before/after) stepping in a

bucket of water.
 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
The student struggled on her pre-assessment. I went with the very basic introduction of
cause and effect. I went over before and after statements with many examples. I believe
the second read of the book and visual examples really helped the student gain
understanding. This was shown when the student got a 5/5 on the post -assessment
compared to their rocky start of 2/5 on the pre-assessment. The student mastered the
basic before and after statements and should be ready to begin developing a better
understanding with cause and effect.

Pre-Assessment Vs. Post Assessment

5
5
4.5
Numper of points possible

4
3.5
3
2.5
2
2
1.5
1
0.5
0
Pre-Assessment Post Assessment
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make
each revision? Cite examples from the lesson plan, video and/or student work that would prompt
revisions.
The student needed multiple non-verbal cues when reading the book, the first time. She was looking
all over the room and struggled focusing. She was much more focused when reading it the second
time, this may be caused by the multiple pauses and discussions throughout the second read. She
didn’t need any motivation other than reminders that we got to watch a video and do coloring if she
continued to work well. She enjoyed the video so much that we watched it a second time and she
sang along. She worked relatively good on her independent work and started off slow on her post-
assessment. She seemed that was losing interest and wanted to be done. I mentioned that we got to
go to lunch after she was done and if she worked hard. She finished the post-assessment quickly and
did better than expected!
Lesson #4

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Gunner Haug
Grade Level: 6th Grade
Subject: Math
Date:04/09/19
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
6GA1. Solve real-world and mathematical problems involved area, surface area, and volume.
Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into
rectangles or decomposing into triangles and other shapes; apply these techniques in the context of
solving real-world and mathematical problems

List the Rationale (cite theories or theorists):

I will use Skinner’s theory of schema when presenting this lesson. There will be familiarities to other
math classes in his past but may be new information given to the student. The lesson will review
information he already knows and add to challenge and help him expand his understanding.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will be able to identify the formula for finding the area of a triangle.
Students will be able to apply the formula in order to find the area of a triangle.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The student already has been introduced with triangles and area, but now will revisit area of triangles
and other shapes. This lesson will challenge the student but will not be impossible by any means.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs,
including those of gifted students, those of students’ physical needs, and those due to
cultural characteristics).
The lesson will be presented to a Caucasian male. He has a specific learning disability and qualifies
under math. There are no gifted, cultural, or physical components within this lesson.

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
The teacher and student have a very good relationship and rapport is very easy to come by. The
student is often excited to work. The student has interest in sports related questions.
List the materials/resources you will need to teach the lesson.

Pre-assessment
Classroom objects
Ruler
Pencil
White board
Worksheet
Math notebook

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.
Powerpoint- vocabulary
Calculator
Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students’ learning, culture, language, etc. *
The student will be able to use his calculator within the lesson. He also has a copy of a multiplication
chart and list of formulas for different shapes.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson.

The pre-assessment will be used to see if we need to review on different types of triangles, base,
height, etc or if we can focus on just area.

Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
The student did fine on the triangle problems on the pre-assessment but struggled with the
area portion. This showed me that we could really focus on area, while still touching on
triangle basics. We will discuss different vocabulary that pertain to the area of a triangle.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.
There will be proximity to student. Since the relationship with the student is very good and the
lesson will be in the learning lab, there should not be any behavioral issues. The teacher may have
to use verbal or nonverbal cues to keep their attention on the lesson.

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective.
I will review the different types of triangles, show different types of triangles and angles as
well. We will discuss different vocabulary that will be in the lesson such as: Base, Height,
Angle, Area, Square units, etc… I will teach them the formula and explain that different
shapes will have different formulas to find the area. We will have a discussion on what makes
a triangle, a triangle and what the difference is between a triangle and pyramid/cone.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
I will explain what we will be doing for an activity today. Then we will work through some
guided practice questions on the mini whiteboards. We will be sure to do examples where
the base is split and will needed to be added like on the pre-assessment #5. We will do
problems where there are many numbers on the triangle, so the student must determine
what the height and base is of that triangle to find the correct area. The student will also
write down the vocabulary words and definitions in their math notebook. We will also discuss
the importance of labeling their answer, because with out a label the number is useless.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
The student will complete a worksheet where they find triangular objects around the
classroom and measure the objects. They will be carpenters in training. They will then label
what the height and base are in inches. They will show their work to find the area of each
triangle. They will be required to find 6 triangles around the classroom.
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
I will explain that in the coming years, the student will have to find the area of many different
types of shapes including 3d figures. Area can be used in many professions as well.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.

What kind of triangle is this?

What kind of triangle is this?

What kind of triangle is this?

What is the area of this triangle?

What is the area of this triangle?

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
Within the pre-assessment the student was easily able to decide what type each triangle
was. This was review, to make sure we didn’t need to work on that further. The student
struggled with the area portion, but it did not take him long to figure it out. We worked on
problems within the lesson the resembled #5 on the post assessment to make sure he
understood what was being asked.

Pre-Assessment vs. Post-Assessment

5
5
Number of points possible

4
3
3

0
Pre-Assessment Post-Assessment
Number of points earned

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make
each revision? Cite examples from the lesson plan, video and/or student work that would prompt
revisions.
The lesson went by very quickly, but I think that is because the student caught on so quickly. They
enjoyed their carpenter experience and thought the information was useful. This student learns best
when they get to use hand on experiences and visual examples. The student was very motivated and
cooperative. We had good rapport at the beginning of the lesson. The student did well on the post-
assessment and seemed that he learned from the lesson. It was overall a great experience.
Lesson #5

Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Gunner Haug
Grade Level: 11-12+
Subject: Consumer Science
Date:4-2-19
PLANNING
List the IEP goals that will be addressed in this lesson.
When given a written or oral amount of money, elapsed time, or meal preparation problem, the
students will read the problem, select the correct operation to use, and solve the problem with 80%
accuracy, 4 out of 5 trials.

When given a simulated situation, the students will calculate number of hours worked using elapsed
time, determine the amount of salary earned based on hours worked, and subtract deductions to
determine net pay with 85% accuracy, in 4 out of 5 situations.

List the Rationale (cite theories or theorists):

I will use explicit instruction (Archer) throughout this lesson to help the students have a more
structured learning experience and make sure they will stay on task. I will use Skinner’s theory of
behaviorism when giving praise and positive reinforcements. I will use Piaget’s theory of schema
when I teach and connect new information to information they have learned before.
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable,
timebound). Use the following format: “Students will be able to…”
Students will be able to will read the problem, select the correct operation to use, and solve the
problem.
Students will be able to calculate the number of hours elapsed.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

These students will be living independently in the next few years; they will need to have prior
knowledge of budgeting, determining how many hours have elapsed, and how long it will get from
point A to B. These are necessary skills that could be used in their daily lives. Students will be able to
relate math problems to real-life activities they will need to complete independently after high
school.

Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs,
including those of gifted students, those of students’ physical needs, and those due to
cultural characteristics).
3 Caucasian students, 1 male & 2 females, no gifted or physical needs (two students with Cognitive
disabilities and one student on the Autism Spectrum)
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
Students have been learning about cars and food choices for their last two lessons. They have learned
about miles per gallon in different types of cars. There are no language needs within this class.
Behavioral issues are very rare. Students learn best when lessons are presented with several
opportunities to observe examples, repeated practice, and opportunities to ask questions and receive
immediate help or feedback. Behavioral issues can occur when students are not given chances to stay
engaged or the lesson is too difficult. Within this class, there are a wide range of abilities- two
students with cognitive disabilities and a student with Autism who has average abilities. Being able to
differentiate the lesson is of the utmost importance so each of them is challenged at their level.
List the materials/resources you will need to teach the lesson.

Laptops
Whiteboard
Smart board
Work sheets
Pencils
Calculators

Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and
explain how it will enhance instruction and student learning.
PowerPoint on the smart board
Laptops for students to do research
Calculators for finding mathematical answers

Accommodations: Base this on the information you provided for Classroom Demographics
and Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs
of all learners and accommodate differences in students’ learning, culture, language, etc. *
The students will have this lesson presented to them in the learning lab, giving a 1:3 teacher to
student ratio. This will ensure that students will have plenty of guidance throughout the lesson and
will ensure that they are listening and focusing on their work. There will be extra work in case the
students finish their work early. Two of the students will need guidance throughout their work, which
I will provide.

Pre-Assessment: Describe the instrument or process you will use to measure students’ level
of understanding toward the learning objective(s) prior to teaching the lesson.

This pre-assessment will be used to measure how much prior knowledge the students have with
traveling and the expenses that come along with it. It will also show me how well the students do
with word problems and finding out what operation to use to figure out different types of problems.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have
demonstrated they know) will be used to design the lesson objectives, instruction, and post-
assessment. (Include charts, graphs if applicable)
The results on the pre-assessment will determine how much time we will spend talking
about the basics of a vacation and word problems that deal with calculating expenses. The
pre-assessment will exploit areas of strengths and weakness, as well, thus guiding the
lesson.

Classroom Management
Identify the management and motivational strategies you will use to meet student
behavioral/developmental needs in order to keep students on task and actively engaged throughout
the lesson.
Proximity to student will keep the students on task. This group of students usually does not have an
issue with behavior and are often excited to learn!

Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the
knowledge and skills required of the objective.
I will work out some word problems like the word problems in the pre-assessment. I will
explain why we chose each method and how to properly carry out the problem. I will do a
few examples of each type of question to ensure they understand the process.

**I will first review how many minutes are in an hour (S&K still have trouble with this)
We will discuss how problems may take different processes such as multiplication or dividing.
If the students are struggling during examples, we will look at more to give them more
opportunities to practice the content.
“How many hours and minutes will it take you to travel 180 miles, if you are driving at 60
mph the entire road trip?” A: 3hours E:180mi/60mph = 3hours

“How many hours and minutes will it take you to travel 500 miles, if you are driving at 60
mph the entire road trip?” A: 8hours 20mins E: 500/60= 8.3333 =8 1/3, 1/3 X60mins=
~20mins = 8h 20m

“If you are staying in a hotel for 3 nights and pay $90 per night, how much will you pay for
the entire stay?”
A: $270 E: 3X$90=270

“If you are staying in a hotel for 2 weeks and pay $100 per night, how much will you pay for
the entire stay?” A:$1,400 E: 2 weeks = 14 days X $100= $1,400

“You and 2 friends went on a road trip and each person wanted to split the entire gas bill.
The gas bill came out to a total of $900, how much would each person pay?” A: $300 E:900/3
“You and 4 friends went on a road trip and each person wanted to split the entire gas bill.
The gas bill came out to a total of $500 how much would each person pay?” A:$100 E:500/5

Then I will ask the students what vacations they have been on with their families or with the
school. We will discuss some of the expenses that may have been involved with their trip.
This will help give them a better understanding and think about expenses they probably
overlooked, considering that they probably weren’t paying.

“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the
skills and content needed to meet the learning objective(s).
We will brainstorm all the different ways that vacations can have expenses included. E:
Entertainment, Gas/Travel, Lodging, Food/Drinks, Souvenirs, Parking, & ETC… We will decide
on one place they will go to on their fantasy trip. We will discuss that each day there will be 3
meals with the addition of snacks, but also mention that during some trips, people bring food
from their homes in order to save money. The trip will be for 3 days. I will let each of them
choose an entertainment event to go to each day E: Twins game, concert, theme park. We
will decide on a hotel and they will pick their own rooms for 2 nights.

“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by
the lesson objectives?
The students will research on their laptops or ask how much things will cost within their trip.
They will research what there is to eat in the town that they are staying in. Once the students
have researched the food in the area, they will also fill out the meal planner (they have
experience with the meal planner already.) They will then begin filling out the budget
worksheet. Once they are finished with the planner, they will fill out the post-assessment.
There will be an alternative assignment in case students get done early. This assignment
includes taxes and more planning for students that weren’t challenged as much during the
main assignment. They will fill out the same planner worksheet and meal planner but will
have different guidelines.

“Place: Black Hills, SD

Town: Your choice. Choose the town that best fits your plans and entertainment.
How long: 3days 2nights
Hotel: Your choice
Hotel tax: 1.5%
3 meals for each day you stay there: (Fill into meal planning worksheet) You may eat at a restaurant
or bring food.
Tax on food: 4.5%
Entertainment: Decide on how you will spend your 3 days in the Black hills. If you must pay for things
the tax will be 4.5%.”

Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were
taught in an interactive manner (whole/small group, etc.).
I will emphasize that these planning skills and math skills will help them if they ever want to
go anywhere. Planning and budgeting are important, so you don’t run out of money or get
stranded.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to
measure students’ level of understanding toward the learning objectives after teaching the lesson.

Consumer Science Assessment

1. How many hours and minutes will it take you to travel 300 miles, if you are driving at
60 mph the entire road trip?

2. How many hours and minutes will it take you to travel 330 miles, if you are driving at
60 mph the entire road trip?

3. If you are staying in a hotel for 3 nights and pay $75 per night, how much will you pay
for the entire stay?

4. If you are staying in a hotel for 5 nights and pay $125 per night, how much will you
pay for the entire stay?

5. You and 2 friends went on a road trip and each person wanted to split the entire gas
bill. The gas bill came out to a total of $660, how much would each person pay?

6. Name 3 different expenses that could occur during a vacation.

 Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did
students achieve the learning goals/objective of the lesson? Cite examples from the lesson plan,
assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
There was a variety of achievement levels within this class. 1/6 4/6 and /6/6. It was good
to see that everyone did better when it came to the post-assessment except the student
that already had a perfect score. When I conducted the pre-assessment, I saw confusion on
the 1/6 and 4/6 when they were determining which process to use and the order of the
numbers in which the process would be conducted on. I hit on that during the lesson and
spoke on common sense factors to help determine if they had a way off number. The post-
assessment showed that they grew from the lesson.

Pre-Assessment vs. Post-Assessment

6 6 6
6
Number of points possible

5
4
4
3
3

2
1
1

0
Student 1 Student 2 Student 3
Number of points earned

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management
strategies. Describe what went well and what areas you need to revise in the future. Cite examples
(from video) that support your conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make
each revision? Cite examples from the lesson plan, video and/or student work that would prompt
revisions.
The main thing I would change would be my delivery of the lesson. I was nervous and spoke too fast. I
was not nearly enthusiastic as I usually am. This small group of students is easy to talk to and I could
have a lot more relaxed while giving this lesson. Our discussions could have been longer, and I should
have made it more enjoyable purely from how I spoke to them. If I redid this lesson, I would also have
more visual aids. We were talking about vacation options, so it would have been very easy to show
pictures from past vacations or places I would like to see! I thought the information was all solid and
the lesson was coordinated with their IEP goals.