TC Name: Joon Kim

Day & Date: 01/21/2021

Subject Area & Grade Level: 8th grade mathematics
Number of Students in Class: 28

2 DAY LESSON PLAN (MONDAY JANUARY 25- TUESDAY JANUARY 26)

Curriculum Standards
GSE (Georgia Standards of Excellence) / National Curriculum Standards
https://www.georgiastandards.org/Frameworks/Pages/BrowseFrameworks/Frameworks.aspx
 MGSE9-12.S.ID.5 Summarize categorical data for two categories in two-way frequency
tables. Interpret relative frequencies in the context of the data (including joint, marginal,
and conditional relative frequencies). Recognize possible associations and trends in the
data.
 MGSE8.SP.4 Understand that patterns of association can also be seen in bivariate
categorical data by displaying frequencies and relative frequencies in a two-way table.
ISTE Technology Standard
https://www.iste.org/standards/for-students
 Creative Communicator- Students communicate clearly and express themselves
creatively for a variety of purposes using the platforms, tools, styles, formats and digital media
appropriate to their goals.
Mode of Instruction
Face to Face/Digital
Learning Objective/Goal(s)
 Identities- Students will learn how two way tables help gather data with two categorical variables.
 Skills- Students will explain how joint and marginal frequencies from data being collected has a correlation
with how surveys work.
 Intellect- Students will learn how to find possible relationships within the data.
 Criticality- Students will learn how taking surveys in the community helps them gain the mathematical
knowledge to see how math skills are important to learning.
 Assessment- Students will be assigned homework, classwork, quiz, and test.
 1. Students will be doing classwork and homework on two-way tables. Formative Assessment
 2. Students will be taking a quiz. Formative Assessment.
 3. Students will be taking an exam of all the data analysis material. Summative Assessment
Formative & Summative Assessment
 Evaluation criteria for all assignments, tests, and quizzes will be scored on scoring guide from F (0-69),
D (70-73), C (74-79), B (80-89), A (90-99).
 Students will be taking a test, quiz, classwork, and homework from the material being taught to
understand the learning objectives.
 The use of feedback for the classwork/homework will be for me to see where students are still
strong/weak in with the material and provide the extra help they need in case students need more time
to understand the material.
 The use of feedback on the quiz/test will be for the mentor teacher to see where students need more
work on for those who are struggling. Any student who failed needs to have more practice homework
for them to work on and get used to the material and understand it quickly or possible a parent/teacher
conference.
 For those who are doing exceptionally well can just recap a few of the material and be prepared to move
on to the next unit they will be working on.
Differentiation, Modification(s), & Accommodation(s)
 Instructional support for special education students will be for me to evaluate classroom observations for me to
check up on them and give them. I would like to make an appointment with the students’ parents to see what
solutions we can provide for their child who has a disability. It will also help me monitor the students to make
sure they are able to listen and follow instructions when I tell them to in a respectful manner.
 Differentiation support for all students will be provided by providing group work for students to work on in
pairs to show that each student has opportunities to share their responses and have meaningful discussions,

MIDDLE AND SECONDARY EDUCATION Page 1

TC Name: Joon Kim
Day & Date: 01/21/2021
Subject Area & Grade Level: 8th grade mathematics
Number of Students in Class: 28

gives students clear problems that they can solve based on the understanding of the key concepts from any
particular lesson.
 Individual modifications will be for me to give students who are getting the hang of the material work on more
advanced problems than others, learn different material when students who are learning about two way tables.
 Individual accommodations will be for me to allow students to get notes from another student, give responses
that is easier for students to understand, work in a different setting like in the hallway, and give students extra
time to work on any assignment.
Instructional Strategies & Learning Tasks to Support Diverse Learners’ Needs
Introduction or Student Spark (_10___Number of minutes)
 MONDAY (January 25th) DAY 1- Students will be learning about TWO WAY TABLES.
 Students will start off by doing a warm-up activity that my mentor teacher will provide them to work on.
 Students will have 5 minutes to work on the warm-up INDIVIDUALLY.
 I will go over the answers with the whole class. Should take 5 minutes.

 TUESDAY (January 26th) DAY 2- Students have an ASYNCHRONOUS DAY with me doing work my MT
requests me to work on at school.
 I will be making a video lecture with my MT about the lesson since students will be home doing the
assignment at their own time.

 WEDNESDAY (January 27th) DAY 3- Students will be taking a QUIZ and will need to take out any notes they
have that they will be ALLOWED to use on the quiz.

 THURSDAY (January 28th) DAY 4- Students will be having a REVIEW SESSION of all material they learned
about DATA ANALYSIS.

 FRIDAY (January 29th) DAY 5- Students have a TEST on DATA ANALYSIS.

Body (_40___Number of minutes)
 MONDAY (January 25th) DAY 1- Students have a Google Docs PPT that I will be going over the material with.
 Should take about 10 minutes to go over.
 Once we finish going over the PPT, students will have a classwork worksheet to work on in breakout groups
in pairs of 2.
 Each student needs to work together and challenge one another on the material.
 Students will have 25 minutes to work on the assignment.
 Once time is up, the last 5 minutes, we will go over the answers together.

 TUESDAY (January 26th) DAY 2- Students have ASYNCHRONOUS DAY with me and my MT making the video
lesson recording together through ZOOM.
 Students will be responsible for completing all their work at their own pace before it is due on Wednesday.
 Students should schedule a Zoom meeting in case they need help from the mentor to ask any questions.

 WEDNESDAY (January 27th) DAY 3- NOTHING going on due to students taking a QUIZ for the day.

 THURSDAY (January 28th) DAY 4-Students will be having a REVIEW SESSION to help them review for the test
being given on Friday.

 FRIDAY (January 29th) DAY 5 - NOTHING going on due to students taking an EXAM for the day.
Closure (_10___Number of minutes)
 MONDAY (January 25th) DAY 1- Students will be working on a HW assignment that they will have to turn in
before class the next day.
 Students should know what two way tables are and how they represent data being gathered, like surveys.

 TUESDAY (January 26th) DAY 2-Students will need to review all of their material for their upcoming quiz on

MIDDLE AND SECONDARY EDUCATION Page 2

TC Name: Joon Kim
Day & Date: 01/21/2021
Subject Area & Grade Level: 8th grade mathematics
Number of Students in Class: 28

Wednesday January 27th.

 Students should now be familiar with how to calculate two way tables from joint and marginal frequencies.

 WEDNESDAY (January 27th) DAY 3- NOTHING due to students having to take a QUIZ.

 THURSDAY (January 28th) DAY 4- Students need to review all of their classwork/homework material for
their test on Friday January 29th.

 FRIDAY (January 29th) DAY 5- NOTHING due to students taking their EXAM.
 Students will now have to be responsible for understanding how data works through graphs and tables, and
how to calculate data.
Facilitation & Safety
 Students will know where to find and understand class work instructions by the teacher intern, me,
providing the PowerPoint Presentation for the lesson and worksheets needed for the lesson.
 Any interruptions/disruptions that goes on, I will personally stop teaching and tell students that I will not
start teaching until any situation is causing an issue, like students talking during class or students
behaving inappropriately. If an emergency like a fire drill takes place, I will escort students out to a safe
location with everyone and make sure every student is safe.
 Additional support will be provided to all students with me walking around when students are working on
their classwork and are having problems or need more clarification on.
 When transition from one activity to another, I will tell my students that we will be moving on to the next
assignment and making sure everyone is on track and pays attention to following directions.
 I will use classroom norms by going over the basic rules a classroom environment needs to follow with.
 I will handle all the supplies by making copies of the classwork and homework. For the test and quiz, my
mentor teacher will take responsibility for those.
 Desk arrangement will be students turning their desks around following COVID protocols but trying to
work in groups together to work on the assignment together and to help each other.
Layered Texts and Other Materials
 file:///Users/CaseyKim/Downloads/3.2.3%20Analyzing%20a%20Study%20With%20Two
%20Treatments.pdf
 ZOOM
 Teacher Whiteboard on teacher’s desk.
 https://docs.google.com/presentation/d/1eUVHKYfMXICQzYAR2QWizE39LPizHyGnCn3y5V
xyACM/edit?usp=sharing
 https://docs.google.com/presentation/d/1P9WbAK7XHAd033C9a9JgXz7pep0Nf61A_
-rxkTUlPFo/edit#slide=id.p
 https://docs.google.com/presentation/d/1p0UvXb6BndZwl0eplsiznVoTNOYK9VizCE
UQR4EV8Qs/edit?usp=sharing

References
 https://www.georgiastandards.org/Georgia-Standards/Frameworks/Algebra-I-Standards.pdf

 George, G., & George, G. (2017, August 10). St. Vrain K-12 Mathematics. Retrieved
January 13, 2021, from https://blogs.svvsd.org/math/2017/08/10/setting-the-tone-norms-for-
math-class/

 Muhammad, G., & Love, B. L. (2020). Cultivating genius: An equity framework for
culturally and historically responsive literacy. New York, NY: Scholastic.

MIDDLE AND SECONDARY EDUCATION Page 3

TC Name: Joon Kim
Day & Date: 01/21/2021
Subject Area & Grade Level: 8th grade mathematics
Number of Students in Class: 28

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.

MIDDLE AND SECONDARY EDUCATION Page 4