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Appendix 1: Lesson Plan (Template) : I Am Working On: Classroom Management, Implementing Learning
Appendix 1: Lesson Plan (Template) : I Am Working On: Classroom Management, Implementing Learning
Lesson Focus
Fraction
Lesson Outcomes
In the previous lesson, The students were able to use commutative property
Key vocabulary:
Equal shares, how many or how much, same, same amount, equal, different, compare, more,
less, add, divide, half, share, number names.
Resources/equipment needed
1. Whiteboard
2. Whiteboard markers
3. Character Props
4. Paper Cookies template
5. Puppet (Fofo)
6. 5 bananas (for each group)
7. 5 small cakes (for each group)
8. marshmallow, skittles, worm’s gummy, cookies and cakes (one kind for each group)
9. knife and plates.
TASKS/ACTIVITIES
Resources
Introduction
& Time
Introductio Teacher will: Students will:
n
Tr will introduce the lesson with a St will engage with the teacher.
5-10 short story. I will hold up the character
props and say, It’s snack time. Gracie
and Leo bought some cookies at the St will be quite listening to the teacher and
store. We’re going to share the cookies when the teacher will ask them they will
equally between Gracie and Leo. First, interact with her by rising their hands to
let’s count how many cookies Gracie answer the question or to participate.
and Leo have to share. I will hold up
the six
cookies and encourage the children to
count along with you.
Tr: if we want to share the cookies
equally, how many cookies does each
of them
get? I will call on individual children
for responses and use the paper
cookies to show
the distribution of cookies.
_______________________________
_______
Resources
Main activities
& Time
Teacher will: Students will:
Tr will support the low-level students follow the teachers instructions
in the practice worksheet by providing
trials for fraction and moving around
and scaffold if they need support.
Tr will support the low-level students in the practice worksheet by moving around and scaffold
if they need support.
Differentiation activities (Stretch)
Resources Plenary/Conclusion
& Time : Recap
Teacher will Students will
Usually, at the end of the lesson, the will be active and they will enjoy it.
students asked to answer exit tickets as Students love games.
a formative assessment. I will change
the routine by make it enjoyable.
I will play with them (I have who has)
game.
Reflection:
Teacher will:
Tr will support the low-level students in the practice worksheet by providing trials for fraction and
moving around and scaffold if they need support.
Tr will support the mid-level students in the practice worksheet by moving around and scaffold if
they need support.
Tr will make the high-level students improve and develop their critical thinking in solve
problems by make the practice worksheet more changeable.
I will create extra worksheet for the early finishers and the high-level students.
Analyze (A):
First, a teacher used introduce, model, practice. It showed the student the right
way to learn and gave them time to ask if they misunderstood anything.
Furthermore, nothing will be right for the first time because it’s new, the teacher
was positive about it.
Every group did very well, a teacher support emergent group by manipulatives , a
developed group were enjoying the activity by drawing, a master group was
challenging each other by difficult questions.
The educator used hands-on activity to engage the students. According to Thankful, Fast
forward to the early 2000's, and increasing pressure for drastic improvements on national test
scores led to a nationwide shift in education. Schools were faced with the challenge of improving
test scores while also staying under budget. They were ultimately forced to cut programs
like sewing and home economics, and focus their attention on creating a more lecture based
curriculum geared towards improving test scores and decreasing spending. Later, after STEM
classes were deemed more desirable and ultimately affordable, arts programs, once part of
schools' core class offerings, were cut.
The teacher used hands-on activity for the learner. Students were learning by
using manipulatives.
Appraise (A):
Mcleod noticed that, Bruner (1960) explained how this was possible through the concept of
the spiral curriculum. This involved information being structured so that complex ideas can be
taught at a simplified level first, and then re-visited at more complex levels later on. Therefore,
subjects would be taught at levels of gradually increasing difficultly (hence the spiral analogy).
Ideally, teaching his way should lead to children being able to solve problems by themselves.
In my point of view, I think that student’s perspective in the lesson was great, they
were attending and focusing in the concept, which helped me to achieve my goal
when I used Show Me, that everybody was answering the correct answer. In
addition, students solved the questions by themselves.
The lesson met my goal, so when I used the strategy of Show Me, I have noticed
that most of the students were answering right.
Transform (T):
In the future, I would like to introduce model learning in a way that I get everybody’s attention in
less time in centers.
As the Responsive Classroom argues that, “Interactive Modeling is a simple, quickly paced way
of teaching that can lead students to a stronger mastery of skills than traditional modeling. It’s
effective for teaching any skill or procedure that students need to do in a specific way, such as
filling out an answer sheet or talking with a partner about a reading selection. Interactive
Modeling works because, in contrast to lecturing or traditional modeling, it creates a clear mental
image of the expected behavior for students, fully engages them in noticing details about it, and
immediately gives them a chance to practice and receive teacher feedback[CITATION Res13 \l
1033 ].