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: Understand Scatterplots

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 what Students will be able to plot Students plots every point from
positive, negative and , no trend points on a graph using a given data into a graph correctly.
means on a scatterplot graph data.
Students identify correct trend
Students will know what Students will be able to use set of the scatterplots and provide
scatterplots graph looks like. of points to identify the trend of their reasoning.
the given data.
IV. Essential question(s) for students to answer

What is data?

What is scatterplots?

How do we identify the trend of a given scatterplot graphs?

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

Probability and Statistics

8.13 The student will

a) Represent data in scatterplots

b) Make observations about data represented in scatterplots; and

c) Use a drawing to estimate the line of best fit for data represented in a scatterplot

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 are familiar with plotting points onto a number line. We are transitioning from plotting
number line to actual graph with 2 axis. The graphing table and points are much more complex.
However, the the core skill remain the same. Students will find and match location with numbers given
from the data and then plot their point. For example: instead match 2 then plot 2 on a number line.
 Revised February 2018

They will match the number on both axis then plot the point.

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

I will start the lesson with review on how to graph on number line. I will ask them to provide their
reaosing on how they plot points onto numberline. With that observation and momentum, we will move
on to today’s lesson of plotting data into 2 axis graphing table. I will use the annontate tool to provide
opportunities for student to demonstrate how they would plot a point into a 2 axis graph. I will also
include some real world relevance of this topic to draw students attention.

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)

I start my lesson with review because it allows me to assess students’ prior knowledge as well as
helping them connecting prior knowledge with today’s lesson. My lesson stresses on asking students
for their understanding and reasoing because I want students to be able to explain their thoughts and
build their criticial reasoning skills. Lastly, I decided to build this lesson as interactive as possible
because students need to know how to plot data onto a graph. Despite the virtual learning setting, we
can still utilize the annontate function for students to demonstrate their understanding of plotting
points.

Individualized Instruction

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

By the end of the second quarter of the 2020—2021 school year, Carol will demonstrate an increase in
her math fact fluency and problem solving abilities, scoring between the 25 th and 50th peprcentiles on
the 8th grade M-Comp.

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.

Carol will be given extra time to think during formative assessment. She will also have access to any
supplemental notes during this class.

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.
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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 Grouping: In this section, describe the way(s) in which
format that you will be using in this lesson. students will be assigned to instructional groups. Which
Check one or more. It is possible to use several strategies teacher will lead/instruct each group?
during a lesson.
We will split the whole class into smaller groups.
☐ One Teach, One Support Both general math teacher and I will be teaching
☐ Station Teaching the same material. Howeveer, parallel teaching
☐ Team Teaching
setting allows us to provide more OTR and
☐ Alternative Teaching
x Parallel Teaching immidiate feedback to our students.

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

General education teacher and I will be teaching

same lesson to our group of students.
Furthermore, I will be leading on my lesson while
my mentor teacher supervise any possible
misbhavior or immidiate feedback for the
students.

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.
 Revised February 2018

Materials & Resources

Teacher Materials (I need): Attach teacher Student Materials (They need): Attach ALL student
instructional materials to lesson plan submission. If you are instructional materials to lesson plan (i.e., worksheet,
using a SMARTBoard during lesson, include a file with graphic organizer, test/quiz, etc).
materials (saved as a pdf). If you are using external websites,
videos, etc, list the links below. Students will need paper or something to
write/type on when given a problem.
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.

Behavior Management

General Concerns: What routines
are already in place to help you
manage student behavior/keep students
focused & on task?
I am going to 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.
Ploting point on a number line
Student-Friendly Objective: Re-state the lesson’s
learning objective in student-friendly language.
Students will be able to describe the relationship
of any given scatterplot.
Students will be able to plot points on a graph
when given a table/data.

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
Variable this section.

 A letter or symbol representing a varying

 Revised February 2018

quantity N/A
 A quantity that can change or vary, taking
on different values.

Scatterplot graph

 A way to graph two different variables

 Shows a relationship

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?
There are two section of the
lesson where I will be provide
direction instruction.
First, I will use direct instruction
to talk about why and when we
would use scatterplot. Then I
would demonstrate how to plot a
set of variables into a graph with
complete think aloud of how I
do it.
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.
I included 3 diffferent examples
throughout the lesson following
the guided practice format. I will
provide prompts to help students
recall the prior knowledge that
are relevant to today’s lesson.
I included two examples where
students would have to interact
and annotate on zoom. They
would also need to provide us
their reasoning of why they plot
the point at those locations.
Independent Practice (YOU
DO): In this section, describe the
independent practice students will
complete.
I included 2 different examples
during the lesson where students
will work on it by themselves.
They will have 3-4 minutes to
work on each of the questions. I
will cold call students to plot a
point using zoom annotate
function.

I also implemented an guadual

release pace for both my
exampels. Students will answer
more and more deep questions
as lesson goes on until finally
students will try to plot the point
on their own without my
guidance.

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.
I included a recap slide at the
end to remind students what
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
 Revised February 2018

they have learned and how affect them in the future lessons.
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)

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.
 Revised February 2018

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.