Professional Documents
Culture Documents
IV. Assessment
A) Diagnostic / Pre-Assessment:
My diagnostic for this lesson will be my bell ringer the students complete at the very
beginning of class. Because of the placement of the diagnostic, it will take place during
the anticipatory set. This lesson flows from not only the previous ones of the chapter, but
also correlates with chapter three, that they covered earlier this year. During the bell
ringer, I will be walking around the classroom to check for understanding. If it appears
that they are struggling, we will readdress the issues. (Objectives 1-2)
B) Formative Assessment:
Formative assessments will take place during all times that students are working
individually.
o During the lesson, I will be going around when the students have examples to
solve on their own to assess how well they are taking in the knowledge I am
conveying to them. This assessment will let me know if I need to go over more
examples or reteach parts of the lesson. (Objectives 1-3)
o During the worksheet activity I will be walking around the room to make sure
students are still understanding and to help when I am needed. (Objectives 1-3)
C) Summative Assessment:
The summative assessment for this lesson will be an exit slip. The exit slip includes three
problems, in which they will demonstrate the skills they have learned. The summative
assessment will address each objective by giving a variety of problems for students to
display their skills. (Objectives 1-3)
V. Management Framework
Overall Time: 90 minute lesson
Time Frame: 15 min. – Bell Ringer and discussion of answers
10 min. – Creation of foldable and discussion of lesson
40 min. – Notes in foldable with examples and discussion of problems
(formative assessment when students give work on their own)
20 min. – In-class assignment with students (walking around asking
questions and addressing student knowledge)
5 min. – Debrief about today’s lesson with exit slip
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Questions:
1) Can you write an inequality for this situation? If so, what does it look
like??
2) How many different solutions can Angelica have? Why??
3) Are negatives or decimals a reasonable solution for this problem? Why or
why not??
3) Body & Transitions
o Place bell ringers (See Attachments) on students’ desks before
students enter class (Use seating chart at desk to know where students
sit)
o Bell ringer (See Attachments)
o Discussion on bell ringer
• What did the students get for their answers?
• Are they ready to move forward with the planned lesson?
• What do students remember from Chapter 3?
• How do students think Chapter 3 will relate to what we’re are
about to talk about? (i.e. bell ringer)
o Introduce objectives and explain them on a level students better
understand
• Objective 1: Write two-variable equations that represent word
problems and then graph them properly.
• Objective 2: Represent domain by inequalities and tell whether
a solution is realistic or not, based on real-world problems.
• Objective 3: Graph the solution of an inequality as a half-plane
(The second half of this objective is for the next section of this
chapter, so I will not be covering it).
o Create Foldable
• Students will get three pieces of paper each and return to desk
to make foldable
• Once most students are finishing up, begin passing around the
stapler so they can finish up making the foldable
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4) Closure
Closure would include a discussion of the day’s topic, what we learned, and if
we need more time to go over it. Homework would be to complete the
worksheet (see attachments). After addressing those issues, students will
complete an exit slip (see attachments) and this will give me a better idea
where they are with the lesson.
5) Assessment
Assessments include a diagnostic of a bell ringer (see attachments), formative
assessments of walking through students and checking progress, and a
summative assessment of an exit slip (see attachments).
VIII. Strategies
o Teacher / student led discussion
o Independent / group practice
o Guided instruction
o Teacher modeling / demonstration
o Scaffolding
IX. Materials
o Writing utensil
o Three blank printer pages per student (15 students)
o Stapler
o Bell Ringer paper
o Inequalities worksheet
o Exit slip paper
o Extra notebook paper
X. Extended Activities
a. If student finishes early
If a student finishes early their first task will be to double-check their answers on
their inequalities worksheet. After that, they will be given the X-TRAS worksheet
(see attachments) which will address all three objectives in each problem.
b. If lesson finishes early
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If the lesson ends early, students will disperse into groups of 3 or 5 per group
(depending on time). Once in groups, each group will write a word problem about
inequalities. Once the problems are written, groups will pass around their
questions, and the other groups will try to solve the inequality. This activity
addresses all three student objectives.
c. If technology fails
The only technology used in this lesson is the Elmo, to take notes along with the
class. If this technology fails, I will use the dry erase board in the front of the
classroom to complete the notes with the students.
XI. Post-Teaching
a. Reflections
Today didn’t go as planned. I added some graphs to the student foldables, and
they ended up being more of a hassle than anything. The students took entirely
too long to cut things out, which caused my lesson to not be finished at the end of
class. Also, I was working on formative assessment during student examples, but
it was too much down time for students. When they had this down time, they
became talkative and distracted. Time management is something I need to work
on.
b. Data based decision making
With the exit slip and the worksheets I received back from students, my data tells
me that most students are starting to grasp the concept of the lesson, some even
fully understanding. One student, Andrew, who has gone to the bathroom every
time I have been in Mr. Rule’s classroom, is one of the students on the lower
spectrum of understanding. I believe his lack of understanding is partly because of
his missing of class time. I also think that the split of the lesson between two days
was a bit too long before learning the complete concept. For my next lesson, I
need to plan my time more adequately, taking more into consideration student
time to complete assignments. I also need to figure out a better way to complete a
formative assessment that keeps the students more engaged, so there is no loss of
academic learning time.
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