Revised February 2018

Lesson Plan Template

For Special Education Teacher Candidates
(& Anyone Else Who Wants to Be Awesome)
Overview

Teacher(s):Mr. Luo Subject:Math Grade: 8th

Lesson length: 30 minutes Lesson Topic/Unit: Solving Two Step Equation

Learning Objectives:
I. By the end of this lesson, students II. By the end of this lesson, students III. I will know that students have met
will know: will be able to: this objective when:

Students will know the product Students will be able to multiply Students identify the product
between positive and negative positive/negative numbers. when multiply/divide positive
numbers. and negative numbers.
Students will be able to solve
Students will know what is two step equations. Students solve for variable in
variables. two step equation
IV. Essential question(s) for students to answer

When do we know if the product of two number is positive or negative?

What is variable?

What does the it mean to solve an equation?

What do we start with when solving two-step equations?

State Standards:
In this section, identify and list the VA SOLs standards (or other) that are addressed in this lesson.

Patterns, Functions, and Algebra

8.17 The student will

Solve multi-step linear eqautions in one variable with the variable on one or both sides of the

equation, including practical problems that require the solution of a multi-step linearequation in

one variable.

Context for Learning/Background Information

Situating the Lesson: In this section, list/describe topics of previous lessons related to the topic of this lesson that
students should be familiar with.

Students worked on solving one-step and two-step equations last week. Some students still demonstrate
some confusion in solving two-step equation. We ultizie this lesson period to provide small group
instruction to make sure every student know how to solve two-step equation

Lesson Content: In this section, briefly list/describe the content of the current lesson. (2-3 sentences)
 Revised February 2018

We will continue to practice one and two -step equations. I also included a review of
multication/division with negative numbers.

Lesson Rationale: In this section, describe why students need this lesson the way you have planned it. What are you
offering them? What needs are you addressing? (2-3 sentences)

We did a learning check last Thursday regarding solving two step equation. Some students still shows
confusion regarding this topic. We decided to keep the students that scored less than 75 in zoom so we
can go over some questions on the learning check. Furthermore, We split into 3 smaller group to
provide more explicit instruction.

Individualized Instruction

IEP Goals: In this section, list the IEP goals that this lesson addresses. You can list them by student/pseudonym.

Mal will display the following productive school behavior on a daily basis: will follow directions given
by teachers, will remain on task, work independently, and work on controlling himself when he gets
angry with 80% accuracy.

By April 2021, Mary will score in the instructional evel (25%) on the 8th grade math concepts and ap-
plications(MCOMP) CBM.

IEP Accommodations: In this section, list the classroom & teaching accommodations that must be provided. You can
list them as accommodations or by student/pseudonym. This should include plans for using assistive/instructional technology.

Mary and Mal will be allow to use calculator on any computation tasks. Mal to be provided with mini
break throughout the class to help him vent and stay focused especially when he feel
overwhelmed/frustrated by the content.

Accommodations for Students from Diverse Cultural &/or Linguistic Backgrounds: In this section,
list any relevant accommodations or other information that you will provide given unique student needs arising from their
cultural or linguistic backgrounds.

Students will be provided clear and slow read aloud on instruction to ensure their understanding of any
given tasks.

Instrinsic Load: Given the content being taught, and unique student needs, predict the level and impact of intrinsic
cognitive load for the lesson on students. Remember, intrinsic load is impacted by the inherent complexity of content,
interatctivity between content elements being taught, and existing student background knowledge and motivation. Can you
make any instructional decisions at this planning phase to limit the impact of intrinsic load?

The intrinsic load for this lesson is high because there are a lot of different sub-category in real number
system. Furthermore, each category has a few unique characteristics. I will use graphic organziers to
provide scaffolding on the relationship of each sub-category. I will provide multiple exmaples that
students are familiar with to provide connection between current concept with prior knowledge.

Co-Teaching & Collaboration

Co-Teaching: In this section, select the co-teaching
format that you will be using in this lesson.
Check one or more. It is possible to use several strategies
during a lesson.
☐ One Teach, One Support
Grouping: In this section, describe the way(s) in which
students will be assigned to instructional groups. Which
teacher will lead/instruct each group?
We split the whole group into 3 smaller groups.
 Revised February 2018

☐ Station Teaching General Math teacher, my mentor, and I will each

☐ Team Teaching take a group to provide scaffolding/assistance.
☐ Alternative Teaching
x Parallel Teaching

What is each teacher’s role within the model(s) you selected?

General Math teacher, My mentor and I will go

over the learning check questions together. Then,
we will split up in 3 smaller groups where
students will complete independent work. We will
provide assistance/instruction when student get
more than 2 wrong in a roll.

Assessment of Student Learning

Assessment Procedures: In this section, describe the assessment procedures that will be used to measure learning of
the objective(s). Assessment procedure must be concrete and tangible, and teacher observation (without a record of it) is
unacceptable. Attach assessment probe or checklist to lesson plan. Multiple forms of assessment are strongly encouraged.

I am going to use a powerpoint slide to lead my instruction. Students will receive multiple
opportunities to response throughout my presentation. I will keep track on students’ performance and
participation via a checklist. Informal exit ticket will also be provided at the end of this lesson.

Assessment Type(s): In this
section, describe how you will assess
students.
I will assess students’
understanding through oral
assessment and exit ticket.
Assessment Criteria: In this
section, describe how students will
demonstrate mastery on your
assessment(s).
Students will demonstrate
mastery via answering oral
questions, participating during
the cold call and completing the
exit ticket.
Feedback: In this section, describe
what feedback from the assessment(s)
you will give students and how you will
give it to them.
I will guide students through
each step in a student-friendly
language when they demonstrate
confusion. I will ask for their
reasoning and then explain how
their reasoning/ answer might
not align with the procedure of
these strategies.

Materials & Resources

Teacher Materials (I need): Attach teacher
instructional materials to lesson plan submission. If you are
using a SMARTBoard during lesson, include a file with
materials (saved as a pdf). If you are using external websites,
videos, etc, list the links below.
I will use a powerpoint slide show from my laptop
for the whole group instruction. The powerpoint
will be screen shared during a zoom call.
Student Materials (They need): Attach ALL student
instructional materials to lesson plan (i.e., worksheet,
graphic organizer, test/quiz, etc).
Students will need paper or something to
write/type on when given a problem.
IXL W.8

IXL W.8

Behavior Management
 Revised February 2018

General Concerns: What routines
are already in place to help you
manage student behavior/keep students
focused & on task?
I am going tto write and review
the daily agenda on the board
and remimnd students what kind
of expectation we should have
during a productive lesson.
Every slide on the powerpoint is
short and specific to prevent
students from been distracted or
confused.
Specific Concerns: Are there any
specific antecedents, unique situations,
or other student behavior concerns that
may impact this lesson? Indicate how
you are planning to confront those
concerns.
Students may engage irrelevent
conversation during
mathematical discourse. This
can distract other students from
learning. I plan to
remind/redirect them during the
mathematical discourse to
minimize irrelevant discussion.
Students may not participate or
is distracted during the
instruction
Feedback: How will you provide
feedback to students about their
behavior during this lesson?
I will use positive behavior
specific praise to encourage
students participate in the
lesson. Rather than call students’
negative behavior, I will praise
their classmates’ positive
behavior.
I will also remind students what
are the appropriate expectations
in a class
I will ask them why this rule is
important and how can it affect
our learning and safety.

Preparing Students for Instructional Content

Estimated time: minutes

Review of prerequisite skills: In this section, identify
any skills or content that you will review with students prior
to new instruction. This could be the warm-up, “do now”, or
other introductory part of lesson that reviews prior learning.
We will review some questions from last week’s
learning check.
Student-Friendly Objective: Re-state the lesson’s
learning objective in student-friendly language.
Students will be able to explain and provide
examples of variable.
Students will be able solve two-step equation

Students will be able to multiply/divide negative

numbers.

Essential Vocabulary
Estimated time:
Reviewing vocabulary: In this section, identify any Pre-teaching vocabulary: In this section, identify any
vocabulary that must be reviewed or re-taught. vocabulary you need to introduce or pre-teach ahead of the
main lesson. If this is a vocabulary-centered lesson, skip
Variables this section.

N/A

Instruction
Estimated time:

Direct Instruction (I DO): In
this section, describe the direct
instruction that will be provided. How
will you model/demonstrate ideas?
How will you use “think aloud” and
cognitive modeling?
Guided Practice (WE DO): In
this section, describe the practice that
students will be provided with. Include
how you will determine that students
are ready to independently practice.
Independent Practice (YOU
DO): In this section, describe the
independent practice students will
complete.
 Revised February 2018

N/A Students will do IXL W.8 until

We are going to review 2
questions from the learning
check. I will provide many OTR
for students to solve the
questions. Furthmore, students
will provide their think aloud
during each step of the way.
they get 80% or higher. Students
will ask for help if they get two
questions wrong in a row so we
can provide immidiate
feedback/instruction.

Closure
Estimated time:

Lesson Review: In this section,
review the learning that occurred
during the lesson. Be specific and ask
students to review in a way that reflects
what they learned, rather than what the
topic was or what activities were used
to facilitate learning.
This is a review lesson. I will
ask students for their reaonsing
throughout the review question
to monitor students’
understanding of today’s lesson.
Forward Look: In this section, link Homework: Describe any
this lesson to future learning. State how homework assignments. Use N/A if
this lesson is related to the next lesson there is no homework assignment.
or future learning.
N/A
Before we end our lesson. I will
remind students the importance
of this lesson and how it can
affect them in the future lessons

I will also ask students what we

learned and how comfortable
they are with the content of
today’s lesson.

Extraneous Load: Explain how the instructional approach and materials you plan to use will keep students’ extraneous
load as low as possible. Remember, extraneous load is increased when teachers talk too fast, use text-laden slides or other
modes of teaching that are not a match for how students have the best chance to learn.

How does your instructional approach provide a match for lessening the impact of intrinsic load noted above?

I implemented some of the12 prinicples from the Mayer’s article to reduce students’ extraneous
processing. Every slide within the powerpoints are simple anc clear. I use bolded font to highlight the
key words during the introduction of the strategy. I used consistent lanaguge throughout the lesson. All
my text are next near the item it is describing. I segmenting big chunk of informations into small
manageable portion and I included review concept to ensure students can connect current lesson to the
previous lessons. All the language I included focus on the spoken language rather than writing
language. I use pictures as to provide visual aids to students with linguistic deficits.
How will your instructional materials help manage your own intrinsic and extraneous load as a teacher?

I have notes by my side to remind me exactly what to say. This allows me to feel more at ease during
my instruction. All the informations on the slides are easy to read for both me and my students. There
are visual/empty slides to help me catch my breath.

Preparation for CLASS Scoring (For Dimensions Not Already Explicitly Included Above)
 Revised February 2018

What steps will you take to ensure the lesson will occur within a positive climate, show sensitivity to students and
demonstrate regard for student perspectives?

I will make sure to keep positive attitude throughout the lesson even when I am feeling frustrated. I will
be patient with students who might take longer to think. Lastly, I will encourage them to try their best
when they are struggling. Lastly, I will remind the the appropriate classroom expectation.
How will you maximize instructional time and keep distractions and non-instructional time to a minimum to
ensure productivity?

I will set a timer to prevent poor pacing. I will have all my material ready and minimize to reduce
transition times.
Are your instructional learning formats organized to facilitate active engagement and clear learning?

My instruction formats stress on amount of students interaction and engagement. I will also provide
clear think aloud to foster proper understanding of core skills.
Are you planning to help students utilize higher order thinking skills? And apply their knowledge in some unique
way?

I will include many “why” question to encourage students to share their reasoning. Simply asking why
can encourage them to think above the surface level on these concepts
What are you planning to do to support content understanding and clear up misconceptions?

I will provide clear and immidiate feedback when students demonstrate misconceptions during each of
my review questions.
How will you promote active dialog between you and your students, and among the students? (As appropriate)

What explicit steps can you take to keep students engaged throughout the lesson?

I will provide constant check in to ensure everyone is still listening/engaging the lesson

References, Notes & Other Information

In this section, list any references for lesson plans, resources, or other ideas you used that are not primarily yours. This is
also where you will list the APA citations for the articles that were referenced

Mayer, Richard E. Multi-Media Learning 2nd edition. Cambridge, England: Cambridge University
Press, 2009. Print..
In this section, include any other helpful information that is relevant for the lesson plan.