Lesson Plan w/ Rubric

Teacher Candidate: Abigail Smetanick Date 2/1

Taught:

Cooperating Heather Dantro School / Frederick County Public Schools/

Teacher: District: Redbud Run Elementary School

Grade: 1st Field James Grimley

Supervisor:

Unit / Subject: Mathematics/7.4a

Lesson Title / Ordering Numbers

Focus:

PLANNING AND PREPARATION

Content Knowledge: This lesson was developed based on the curriculum that the students were
on track to complete. In addition, I have observed and worked with the class, so I incorporated
materials and groups that have worked for them.
Learner Differences
This class is very hands on when it comes to lessons. In addition, they all do really well with
small group instruction. Therefore, I incorporated that into my lesson by adding small groups
with the teacher. Also, I wanted to use manipulatives because it has the student visibly see the
math they are completing.
Outcomes/Goals
-The student will be able to order numbers up to 110 in ascending or descending order.
-The student will be able to order multiple numbers in ascending or descending order.
Standards: 1.2 The student, given up to 110 objects, will
c) order three or fewer sets from least to greatest and greatest to least.
Resources and Materials:
-Go Math workbook.
-Exit ticket.
-Chromebook
-Place value sticks and cubes.
-Pencil.
-Whiteboard.
-Marker.
Technology: Technology will enhance the design and delivery of this lesson. We will be using
chromebooks that are given to the students. They will complete work on the chromebooks such
as their iReady and seasaw.
INSTRUCTIONAL DELIVERY
Learning Environment
Individual Learning: Individual learning will be used during the students independent work.
When they are completing their exit ticket, seasaw, and completing iReady they will be
completing their own individual work.
Collaborative Learning: Collaborative learning will be used during whole instruction and small
group instruction with the teacher. Doing this will have the students work together as a class. In
addition, it will also have the students answer questions together.
How will you support individual and collaborative learning and foster positive interaction in the
classroom?
Introduction/Activating Strategies:
- By starting the lesson, I will have the students transition from doing their XTRAmath online
work to opening up their VA SOL GOMATH books to page 25.
- Prior to completing the page, the teacher will ask the students what least and greatest means.
The teacher will also ask them when have they use least or greatest in the past.
- The teacher will then give the students place value sticks and cubes to help them complete their
assignments.
- The teacher will then go over page 25 in the student’s gomath workbook. While the teacher is
working with the students on the page, they will be using their place value sticks and cubes to
draw out the problem.
- The students will write, draw, or make two numbers. One that is less than 50 and another that is
more than 50. For example, 35 & 61.
Instructional Strategies
-After completing page 25 as a class, the teacher will turn to the google slide she has created.
This google slide gives another short brief lesson on what least and greatest is, and how to put
numbers in order from least to greatest or greatest to least.
- The teacher and class will discuss the google slide and decide which numbers are bigger versus
smaller. They will also place them in order from least to greatest and greatest to least.
- As they finish the google slide, the class and teacher will practice with some more problems.
These problems will be on page 26 in their gomath workbook. These problems will include more
ordering numbers with place values and ordering three pairs of numbers.
- When finishing page 26, the teacher will answer any questions the students may have. After
questions, the teacher will place the google slides up of their “must do” and “may do.”
-Their must do activities are: exit ticket, meet with teacher, iready, and seasaw.
-After they complete all of their must do activities, they are able to play math games that are
located in the back of the classroom.
Group Work W/ Teacher:
- Go over exit ticket.
- Pages 27 & 28 in their gomath.
- If time: work on extra practice problems.
Individual Work:
- iReady: 15-20 mins
- Seasaw: Ordering numbers (6 slides).
- Math games: subtraction dice, 100 chart, place value.
Group Work W/Teacher.
-The teacher will take the students to the back table in groups of four-five. In this group, she will
be working one-on-one with the students. First, the teacher will go over the exit ticket with the
group.
-The teacher and student will discuss the answers and thought processing over the exit ticket. In
addition, the teacher will also answer any questions that the students may have.
-After going over the exit ticket, the teacher and students will work on pages 27&28 in their
gomath workbook. Together as a group, we will work through the questions together.
Throughout the teacher will ask and answer any questions that the students may have.
-If there is time, the teacher may use additional practice problems for review.
Individual Work.
 -If the students are not working with the teacher, they will be completing individual work. The
individual work includes a school wide math intervention program called iReady. The students
complete 15-20 mins of this program everyday.
-As the students finish their iReady minutes, they will then complete a seasaw assignment. This
assignment has them practice ordering numbers from least to greatest and greatest to least.
-When the student finish, they are allowed to complete their “may do” assignments. These
assignments include math games that Mrs. Dantro and I have provided for the students.

Closure: The lesson will be closed during the time that the students meet with the teacher.
During this time, I will close the lesson by reviewing some practice problems with the students.
In addition, I will also answer any questions the students may have.
Differentiation: During small group, I will make the curriculum more hands on by using
manipulatives. For example, place value sticks and ones.
Assessment:
For this lesson, I will assess this lesson by using a formative assessment. The formative
assessment will be the exit ticket and seasaw that is being given to the students. The exit ticket
will show me what they understand right after the lesson. In addition, the seasaw will show me
their understanding after practicing with the teacher and using iReady intervention.
PROFESSIONAL LEARNING
Reflection How will you evaluate your practice? Where did learners struggle in the lesson? How
can the lesson be strengthened for improved student learning? Did the lesson reflect culturally
sustaining pedagogies?

Lesson Plan Scoring Guide.

Criterion Exceeds Expectations Meets Developing Does Not Meet
Expectations Expectations
Planning
Content Knowledge: Candidate plan reflects Candidate plan Candidate reflects Candidate does not
Candidate develops a extensive research and reflects research some awareness of display knowledge of
lesson plan informed knowledge of the content, and knowledge of the important the content,
by research and relations between the content and concepts in the relationships between
knowledge of content important concepts, and of relations between discipline, different aspects of the
and the multiple instructional important relations between content, or of the
discipline. (1.000, 7.7%) practices specific to that concepts, and of them and of the instructional practices
CAEP-INITIAL- discipline. instructional instructional specific to that
2016.1.2 INTASC- practices specific practices specific discipline
2013.4 to that discipline. to that discipline.
Learner Differences: Candidate demonstrates an Candidate Candidate Candidate demonstrates
Candidate develops a understanding of each demonstrates an demonstrates an little or no knowledge
lesson plan informed students’ backgrounds, understanding of understanding of of students’
by knowledge of cultures, skills, language
learner use, interests, and special
differences. (1.000, needs from a variety of
7.7%) sources. Candidate uses
CAEP-INITIAL- this knowledge to design
2016.1.2 INTASC- instruction that is creative,
2013.2 effective, and maximizes
learning for all students.
Outcomes: Candidate Candidate identifies
identifies outcomes and outcomes that reflect
goals to support rigorous learning and
student curriculum goals. They are
learning. (1.000, 7.7%) measurable, represent
INTASC-2013.7 different types of content
and take account of the
needs of individual
students.
Standards: Candidate Candidate includes
identifies national/state national and state
standards that align standards that are clearly
with outcomes and are aligned with rigorous
relevant to learning outcomes relevant
learners. (1.000, 7.7%) to learners.
CAEP-INITIAL-
2016.1.4 INTASC-
2013.7
Resources and Candidate selects
Materials: Candidate resources (manipulatives),
selects resources to and digital and interactive
maximize content technology designed to
learning. (1.000, 7.7%) implement and assess
CAEP-INITIAL- student centered learning
2016.1.5 INTASC- and extends the learning
2013.7 experience or rigor of the
lesson with these tools.
Technology: Candidate Candidate designs
makes effective use of authentic learning
technology that activities that align with
supports student content area standards and
learning. (1.000, 7.7%) use digital tools to
CAEP-INITIAL- maximize active, deep
2016.1.5 INTASC- learning. Technology is
students’ students’ backgrounds, cultures,
backgrounds, backgrounds, skills, language use,
cultures, skills, cultures, skills, interests, and special
language use, language use, needs or consideration
interests, and interests, or of these differences for
special needs, and special needs, but instruction.
uses this does not use this
knowledge to knowledge to
design instruction. design instruction
to meet the needs
of all students.
Candidate Candidate Candidate identifies
identifies identifies outcomes that are
outcomes that outcomes that unsuitable for students,
reflect high-level reflect moderate not measurable,
learning and rigor, more than represent trivial or low-
curriculum goals. one type of level learning, or are
They are learning, and are stated only as activities.
measurable, suitable for some
represent different students. Some of
types of content the outcomes are
and are suitable measurable.
for most students
in the class.
Candidate includes Candidate Candidate does not
appropriate displays some identify national and
national and state awareness of state standards that are
standards, and national and state logically aligned with
they are aligned standards and the learning outcomes
with learning alignment with relevant to learners.
outcomes relevant learning outcomes
to learners. relevant to
learners.
Candidate displays Candidate shows Candidate does not
awareness of some familiarity select resources
resources with resources (manipulatives, etc.)
(manipulatives), (manipulatives, and digital and
and digital and etc.), and digital interactive technology
interactive and interactive designed to implement
technology technology and assess student-
designed to designed to centered learning
implement and implement and experiences that engage
assess student- assess student- and improve learning.
centered learning centered learning
experiences that but they do not
engage and purposefully
improve learning. engage or improve
student learning.
Candidate designs Candidate is Candidate offers little
learning activities utilizing or no evidence of
that align with technology, but designing instruction
content area with a enhanced with the use
standards and use predominant focus of technology.
digital tools to on teaching, but
engage in active does not engage
2013.7 used to create, adapt, and
personalize learning
experiences that foster
independent learning and
accommodate learner
differences and needs,
which promote critical
and/ or creative thinking.
Instruction
Learning The candidate develops a
Environment: plan that encourages
Candidate develops a activities that establish
lesson plan that fosters positive interactions
interactions guided by among students and fosters
respect and a respectful relationship
rapport. (1.000, 7.7%) between the teacher and
INTASC-2013.3 individual student,
reflecting sensitivity to
students’ cultures and
levels of development.
Activities are structured
such that all students feel
safe and comfortable to
ask questions, comment,
discuss and share ideas.
Introduction/Activating Candidate documents
Strategies: Candidate developed strategies and
develops a plan that an understanding of the
includes opportunities relationship between prior
to engage students and knowledge and new
access and build on learning concepts, creating
their prior a link to necessary
knowledge. (1.000, cognitive structures to
7.7%) ensure student
INTASC-2013.8 understanding. Activities
uncover student
misconceptions and
addresses them before
proceeding.
Instructional Candidate's plan reflects a
Strategies: Candidate coordination of knowledge
plans a series of of content, of students’
learning experiences cultural heritage and its
aligned with importance, and of
instructional outcomes resources, to design a
presented in a coherent series of learning
structure. (1.000, 7.7%) experiences aligned to
INTASC-2013.8 instructional outcomes,
differentiated where
learning. students in active
Technology is learning.
used to create, Technology does
adapt, and not accommodate
personalize for learner
learning differences and
experiences that needs.
foster independent
learning and
accommodate
some learner
differences and
needs.
The candidate The candidate The candidate develops
develops a plan develops a plan a plan that fosters
that encourages that encourages negativity, insensitivity
interactions interactions, both to cultural
steeped in civility between the backgrounds, sarcasm,
and respect teacher and and put-downs between
characterized students and teacher and students,
between teacher among students, and among students.
and students and that reflect
among students. insensitivity or
These reflect lack of
general caring, and responsiveness to
are appropriate to cultural or
the cultural and developmental
developmental differences among
differences among students.
groups of students.
Candidate reflects Candidate reflects Candidate demonstrates
accurate a limited lack of content
understanding of awareness of the knowledge and
the relationship relationship demonstrates little
between prior between prior understanding of the
knowledge and knowledge and relationship between
new learning new learning prior knowledge and
concepts. A plan concepts. new learning concepts.
to address student Identified The plan does not
knowledge gaps is knowledge gaps consider knowledge
developed to are inaccurate or gaps when planning.
further their incomplete.
learning.
Candidate's plan Candidate uses a Candidate uses a series
reflects a series of learning of learning experiences
coordination of experiences that that are poorly aligned
knowledge of demonstrate with the instructional
content, of partial alignment outcomes and do not
students’ cultural with instructional represent a coherent
heritage and its outcomes, some of structure. They are
importance, and of which are likely to suitable for only some
resources to design engage students in students.
a series of learning significant
 appropriate to make them experiences learning. The
suitable to all students and aligned to structure of the
likely to engage them in instructional strategies is
significant learning. The outcomes and recognizable and
structure of the strategies suitable to groups reflects partial
is clear and allows for of students. The knowledge of
different pathways structure of the students, including
according to student strategies is clear their cultural
needs. and likely to heritage and its
engage students in importance, and
significant resources.
learning.
Closure: Candidate Candidate's plan displays Candidate's plan Candidate's plan Candidate’s plan
develops a plan that extensive knowledge of includes solid displays some displays no opportunity
includes opportunities strategies designed to strategies to give awareness of for students to reflect
for student reflection provide students the students an strategies to and clarify their
and closure. (1.000, opportunity for reflection opportunity for provide students understanding.
7.7%) and closure to clarify reflection and the opportunity for
INTASC-2013.7 understanding. closure of the reflection and
lesson. closure on the
lesson to clarify
understanding.
Differentiation: Candidate includes a Candidate includes Candidate Candidate does not
Candidate identifies variety of teaching some appropriate displays an include teaching
methods to strategies and methods teaching strategies awareness of strategies and methods
differentiate developed to meet the and methods that appropriate that can engage and
instruction to engage needs of individual are differentiated teaching strategies challenge all students.
and challenge variety learners that can engage and can engage and methods with
of learners. (1.000, and challenge all students. and challenge all differentiation for
7.7%) students. different students
INTASC-2013.8 that can engage
and challenge all
students.
Assessment: Candidate Candidate uses assessment Candidate Candidate uses Candidate does not
designs and/or selects in a sophisticated manner regularly uses assessment in establish assessment
multiple assessments to to monitor the progress of assessment in plan plan, through practices in plan, either
gauge students’ levels individual students and to monitor the some formative formatively or guided
of provide high-quality progress of groups monitoring of student self-assessment
understanding. (1.000, continuous and specific of students progress of The candidate has not
7.7%) formative and summative through use of learning by the provided students with
CAEP-INITIAL- feedback aligned with the continuous teacher and/or the criteria and
2016.1.2 INTASC- instructional outcomes in formative and students. performance standards
2013.6 both content and process. summative Formative by which their work
Teacher designed assessment assessment plans will be evaluated and
assessments are authentic techniques aligned are not fully does not monitor
with real-world with instructional developed to student progress or
application, as appropriate, outcomes. provide adequate provides poor quality
or developed with student Developed information about feedback in an
involvement to establish assessments are individual student untimely manner.
assessment criteria and used to monitor performance.
provide opportunities for student learning Feedback to
student choice and self- progress by students is uneven
assessment. Assessment teachers and and inconsistent,
results are used to plan students through assessment criteria
future instruction for feedback to is vague, and
 individual students.
Professional Learning
Reflection (1.000, 7.7%) Candidate’s reflection on
INTASC-2013.9 the lesson is thoughtful
and accurate, citing
specific indicators of
effectiveness based on
multiple data points.
Thoughtful consideration
is made to reflecting on
meeting the needs of
diverse learners. Teacher
candidate draws on an
extensive repertoire to
suggest specific alternative
actions and predict the
likely success of each.
students. Students students are aware
are aware of the of only some of
assessment criteria the assessment
used to evaluate criteria used to
their work. Lesson evaluate their
plans indicate work. Some
possible instructional
adjustments based outcomes are
on formative assessed
assessment data inconsistently and
for groups of only as a whole
students. class. Assessment
results are not
used to plan for
future instruction.
Candidate Candidate Candidate does not
provides an provides a accurately assess the
accurate and partially accurate effectiveness of the
objective and objective lesson, and has no ideas
description of the description of the about how the lesson
lesson, citing lesson, but does could be improved.
specific evidence. not cite specific Candidate does not
Teacher candidate evidence. Teacher self-reflect or self-
makes some candidate makes reflection does not
specific only general indicate understanding
suggestions as to suggestions as to of the adjustments
how the lesson how the lesson needed to improve
might be might be professional practice
improved. Teacher improved. and its impact on
candidate engages diverse learners.
in self-reflection
of teaching
practice but does
not articulate
adjustments
needed to improve
personal practice
and its impact on
diverse learners.