UH COE Lesson Plan Template (Direct Instruction)

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Name of Teacher Candidate Zhejun Wang

Lesson Overview
Grade Level Grade 9
Estimated Time Needed 55 minutes
- Graph of inequality with two variables
Lesson Description
- Check accuracy in a real-life situation.
TEKS MATH 3.D- graph the solution to a set of linear inequalities in two
variables on the coordinate plane.
ELPS.3. E-Share information in cooperative learning interactions
Content Area Standards
ELPS.2. E-Use visual, contextual, and linguistic support to enhance and
confirm understanding of increasingly complex and elaborated spoken
language
Technology Standards N/A
- Students will learn how to graph inequalities.
- Students will learn how check if it is the correct answer based on
Objectives
a real-life situation.
- Student will practice how to work and present as a group

Resources/Materials/Tools
Inequality symbol: <, >, ≥, ≤
Terms/Vocabulary
Inequality: two expressions that are compared using inequality symbols
Technology Resources Projector for PowerPoint
Graph paper and marker for group activity. Calculators for practice. Go-
around cup for calling students’ name. A clock as a timer, glue and
Other Resources
notebook for keeping worksheet. Index card for exit ticket. Stamp for extra
credit

Lesson Procedures
This template is built on
the traditional “Madeline
Hunter” lesson structure.
A step-by-step description of the
scope and sequence of lesson
activities, with estimated time on task
noted in parentheses for each step.
In other words, completely describe
the flow of the lesson-the content to
be presented, and the strategies to
be used. Include actual words you
will use and questions you will ask
students. Consider items such as:
parts of the lesson that might be
difficult, and how you will know
whether you can go on; how to
ensure that students completely
understand directions before
releasing them to work
independently; and what students will
do if they finish their work early.
Describe how each stage of
Cite specifically what
the lesson will be managed,
resources for this activity
including role of teacher and
will be used, and describe
learners (who is doing what
in detail how they will be
at each point), location
(e.g., classroom, computer
used.
Note who will be using the
lab, outside), and any
tool and in what ways. Note
special considerations, such
any safety considerations
as for differentiated
needed.
instruction.
UH COE Lesson Plan Template (Direct Instruction)
For the first 5 minutes, I will
ask students to draw the
graph of the warm-up
question, then I will quickly
explain it and let them know
the importance of it for this
lesson. Then I will review 4
inequality symbols with them
because we will use it
throughout the lesson. Then I
Focus/Anticipatory Set
will explain today’s objectives
(5 mins)
(3D) and why we need to
know them (because the
steps for graphing includes
these concepts.) I will explain
today’s routine- examples,
independent work and group
work, the use of go-around
cup and stamp, possible
question “what if I change the
sign to inequality sign?”
First, I will ask students to
look at the first page of the
worksheet. I will ask them to
take notes and fill the blanks
while I explain the example.
Content-input
When I finish, I will check
(10 mins)
their notes by calling
randomly and read the 3
steps. Then, I will explain the
importance of one caution
they should take.
During the teaching time and
practice, if students have
confusion, I will work
examples with them together
to identify confusing points.
I will ask them to drop the
Guided Practice
pen and listen to my direction
(20 mins)
(attention getter): one person
from each group will get
markers at the back of
classroom, one person comes
to the front to pick one sheet
of graph paper. One person
I will use the
I will check their warm- projector to show
up while I am giving out Power point.
the notebook Students finish
I will do the direct warm-up on index
instruction at the front card and I will check
around
During the instruction
I will use a go-
time, I will be the
around cup with
instructor to give out
students’ name for
information and
calling out.
checking students’
I will use the project
understanding
to show my Power
constantly by randomly
point and write any
calling out students’
work on the board.
names.
Students will use
I will also be a
their notebooks to
facilitator to maintain a
write down any
positive and productive
important notes and
classroom where I will
necessary
find students’ confusion
calculation.
and misconception
I will be the facilitator to
make sure that every
Students will use
student participates in
their paper to do this
the activity and help
activity and I will use
everyone understand
the board to
the instruction before
introduce more
they begin. I will walk
examples before the
around the classroom
activity.
to give proper help and
clarification.
UH COE Lesson Plan Template (Direct Instruction)
Independent Practice
(10 mins)
Closure (10 mins)
Plans for Differentiated Instruction/Accommodations
Special Education
Students
English Language
Learners
writes down group member
names and dates. I will give
each group one questions.
when they all sit down, I do
the attention getter again, I
will tell them to use 1 minute
to read questions, 1 minute to
explain to the group, 3
minutes to write the inequality
relationship first, then 5
minutes to graph and check
the accuracy. When time is
up, I will do the attention
getter again, and ask
students to present their work
to the class when I randomly
call one student’s name.
(read the question, explain
how to get the answer and
give the points that fits the
graph.)
I will walk around the
classroom as monitor
I will ask them to finish three to make sure everyone
Students will finish
example questions from easy is doing their practice. I
the practice on the
to hard in 5 mins, then I will will also give them help
worksheet.
explain them briefly. or individual-reteaching
when I see someone
need it.
Students will use
I will ask each group to reflect index cards to finish
I will give the
and write down one thing they the exit ticket.
instruction at first and
learned today and share with Students will use
then walk around the
the class. Then I will give the glue to put
classroom to give help.
exit ticket on the index card. worksheet in the
notebooks.
I print out the Power point of the class content and give work sheets with
detailed examples and questions for them to work on their own pace if needed.
I will ask them to write down anything they don’t
understand in the notebook and I can explain it when I am able to.
I will give extra time for them to finish assignment or answer questions.
I allow them to work with one partner during assessment and both can answer
on paper
I will provide vocabulary on the board with definition, example and visual help
and ask students to write on their notebook. (ELPS2.E)
During the activity, students can learn words and discuss within the groups to
explain what they know, and the group can help them correct anything.
UH COE Lesson Plan Template (Direct Instruction)
(ELPS.3. E)
I will extend wait time for them to answer with sentence stem provided.
For checking understand or yes/no question, I will allow non-verbal response –
thumb up/down (ELPS2.E)
I will adjust questions with more common contexts. (ELPS2.E).
I will prepare an extra worksheet with higher-level difficulty questions or they
can use their time to learn English or other Algebra topics on Khan Academy
I will allow them to make choices in their learning and ask them to be the
Gifted and Talented
leaders in a small group and explain steps to the group while I am helping
another group.

Other:

Potential Challenges/Plan B
A potential challenge will be that one example is not enough for students, they don’t understand the concept yet,
so they don’t know how to do independent work and group work. So, what I will do is to cut presentation time
during the group work, and use that time to do more examples for students but keep everything else the same

Assessment
For exit-ticket, I will look for the correct answers, so I know that they understand the topic correctly.
For activity and independent work, I will observe their work to see if there is a need to reteach.
During the class time, I will call students’ names randomly to check their understanding and allow them
to do thumb-up if they have difficulty to communicate in English
During the group work time, I will check their understanding by the quality of their work and presentation
I will ask the whole class to check accuracy after each group’s presentation

Notes and Credits

The lesson plan will be used along with PowerPoint and worksheet.
Credit to: TEXAS Coach (TEKS Edition, Algebra 1) and Measuring Up End of Course (Algebra 1)
https://tea.texas.gov/student.assessment/STAAR_Released_Test_Questions/