Lesson Plan Technology

Wednesday Lesson Plan [11/4/2020]

1. Instructor name: Rapheal Lopez
2. Information
a. Grade: 1
b. Subject: Math
c. Duration: 40 minutes
3. Learning Standard(s)
a. Cognitive: Students will recall addition and subtraction within 20 and receive at
least 80% on the checklist.
b. Affective: Students will sit erect and answer the addition and subtraction,
receiving at least 80% on the checklist.
c. Psychomotor: (if applicable)
4. Goal(s)
a. Cognitive: Students will write a KWL chart from a video and share what each
student has knowledge of words.
b. Affective: Students will follow class rules for respectful listening during the
video.
c. Psychomotor: (if applicable)
5. Assessment Plan
a. a. Pre-assessment: In a lesson where students are learning to do double-digit
addition with regrouping in the one column. Mr. Lopez has all students write one
step of the problem at a time on a whiteboard and hold it up for teacher viewing.
b. b. Formative assessment: Students work with a partner on a math game prior to
individual supervised practice. Mr. Lopez will observe students play the math
game.
i. i. Modification/Adaptations: Mr. Lopez will modify the lesson for the
students to work with a group and observe them carefully.

6. Authentic materials and/or equipment:

a. Plank papers
b. Pencils
c. Crayons
d. Whiteboard
e. Projector
f. Chart paper for KWL
7. Assessment Plan(s)
a. Formative

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 Cognitive: All students will be encouraged to both write a KWL chart while
watching a video clip and share their words with peers and me; however, I will
accept either written observations as evidence of satisfying the cognitive goal,
knowing that my students vary in the ways they can best express themselves.
b. Post (not applicable)
i. modifications/adaptions

8. Objectives
Students will express addition and subtraction equations in multiple ways by adding and
subtracting physical items through various activities, discussions, and observations.

9. Procedure (Step-by-Step)
a. Watch the video to review animals (stop at certain points to identify terms and
check for understanding) https://www.youtube.com/watch?v=_YtofuJ-TL4
b. Then, play ‘flash review’ where you quickly flash ocean animal cards and
vocabulary cards and have students respond with what it is as you put them on the
board.
c. Actively listen as students answer guided questions relating to the video as well as
tell you the correct name of the picture shown.
d. Also, try describing things and see if they can think of the correct term.

Body of Lesson
Direct Teaching: Directing students to the sorted cards on the board, ask students to count
the sea animals, the maps, the blue animals, etc. As you count five animals, write the
equation in numbers below. Explain to the students that you don’t just have to write this
equation; you can show with your fingers or blocks or even just say it, etc.

Guided Practice 1
Next, review addition and subtraction using the students. Ask them to stand up, as you
have each student select a card, then ask a select amount sit down. “If you’re a dolphin,
sit down… how many are left?” Write the equation on the board and repeat. (Reverse the
activity and write an equation and see if the students can show it. i.e. 5-2=3, ask what
animal is there five of? Then have those animals stand up and if they can show the
equation with their body)

Guided Practice 2
Students will then be split into two teams to play charades. The game will consist of a
bowl of equations where they will have to act out their equation using nonverbal cues.
The teams will alternate until all the children have been chosen and the equations have
been answered. (Provide additional opportunities for practices as needed, and observe)

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 Independent Practice
Students will sit back at their desks and complete their worksheet of three equations from
the game: i.e. 1. Draw 1+1 = 2 using dolphins. 2. Write three – two = one, using
numbers… etc. (Use proximity to walk around the room, provide time for reflection and
assessment, and review final written assignment)

​ onclusion/Summary
C
Students complete the KWL chart. Students share words with their peers and me. While
my observation on students working on real-life problems and applying their pieces of
knowledge of addition and subtraction, for example, the student solves 20+5, draws the
20 circles and adds 5 circles to them and counts total circles: 25. Students follow the class
rules for listening to me and watching a video clip.

10. Universal Design for Learning or Differentiated Instruction

a. Explain how UDL and/or DI were considered in the design of this lesson.
The principles of UDL were considered in the design of this lesson as I
incorporated varied student groupings, materials, and options for students.
b. For UDL, explain which principle(s) were applied and what strategies were used
to reduce barriers so all students can access
Include as least one example of:
i. Multiple means of Engagement:
This lesson utilizes various student grouping (class discussion and
partner work). Students will also have multiple means of
engagement as they are given the option of reading the text from a
book or e-Math.
ii. Multiple means of Representation; and/or
The instructional portion of this lesson will be taught in ASL with
written English and visual on PPT slides (Chaining Strategy).
Although students will all solve problems and ask help for
clarification about addition and subtraction problems.
iii. Multiple Means of Action & Expression
I will be providing students with varied options for action and
expression. Students will be given options for creating videos;
iPad, paper, dry erase boards. This will allow them to have choices
in their technological activities.
c. For DI, explain what you are doing to meet the specific needs of specific students;
address at least one or two areas:

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 i. By content: I will display an explanation by the chaining strategy to point
at circles on a video clip virtually and orally and ask students to write on a
KWL chart if any student does not understand what word(s) means.
ii. By product; and/or: (If applicable)
iii. By process: I write “how to problem” on the whiteboard, giving students
my direction to write “how to add and subtract” papers.

11. Technology (provide justification if no technology is used)

a. Laptop/IPad
b. Youtube
c. Slideshows

12. Bilingual Methodology (required for Deaf Education Placement)

a. All instructions are conducted in American Sign Language in the classroom.
Students will work on assignments and group projects in written English.

13. Homework/Connection with Home: (List homework assignment or information that will
be shared with parents/caregivers [if any] to ensure that students can demonstrate
learning of the content knowledge or skill without teacher guidance.
I will email each student’s parents after school for daily homework assignments.
Advice checking student’s Google Classroom as I give my directions to each
student’s parent to make sure student can finish an assignment or catch up on
missing assignment (The reminder will be sent away daily whether I see whose
missing assignment is. )

14. Explain how you will involve parents/caregivers [if appropriate].)

As following FERPA (Family Educational Rights and Privacy Act), I will respect
their rights and privacy; however, I will provide my support to each student whether they
have learning disabilities and intellectual disabilities or not. I will adapt my instructions
to make the process for students at a slow pace. I will write each student’s report card to
evaluate the student’s progress during each quarter.

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 15. Assessment Plan (attach copies of all instructional materials). What will you assess
during your lesson? How will you assess if your students met or did not meet the
objectives?

a. Post your Cognitive Objective (Rubric, checklist, and so forth)

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 b. Post your Affective Objective (Rubric, checklist, and so forth)
Student Evaluation Always Sometimes Never
I follow directions quickly.

I listen when the teacher is

talking.

I am polite respectful to
others.

I ask for help when I don’t

understand.

I am respectful in our
classroom and school.

I raise my hand to answer

questions in class.

My work is always neat, and I

use my best handwriting.

I raise my hand to answer

questions in class.

My work is always neat, and I

use my best handwriting.

I raise my hand to answer

questions in class.

c. Post your website links

https://rapheallopez.weebly.com/