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Towson University: Department of Secondary and Middle School Education

Lesson Plan Template

Name: Ashley Funes Date: 2/1/2021

Brief Class Description
Grade: 6th Grade
Subject/Unit Topic/Lesson Topic: Math/Patterns Leading to Addition and Subtraction/ Solving a + x <b
Level: Gifted & Talented

Accommodations for IEP/504/GT/ELL

- Since this is a gifted and talented course it is expected for students to quickly grasp onto
things. Therefore, if there is an instance where some students finish up before the timer or
their classmates are done, there is an additional problem they could possibly complete.
These set of classes contain a total of three students with 504 plans. One is due to the
student’s asthma condition, and the others two students have ADHD. Taking those
students into account when creating and implementing this lesson is vital. There is a lot
of interaction within the activities which allow ADHD students to vocalize a lot of their
learning but also there is individual time throughout each activity that allows them to not
be overly stimulated. Directions are given out loud and are written so they have that
constant reference to them.
Assets (Knowledge of students):
Personal: Refers to specific background information that students bring to the learning environment. Students may
bring interests, knowledge, everyday experiences, family backgrounds, and so on, which a teacher can draw upon to
support learning.
- Students are taking part in virtual learning so they all in their home environments when
class is taking place. This means that incorporating their interest and being aware of their
environment is vital. These classes contain an overall 60% African American student,
30% White students, and the rest of the 10% are a mixture of Latino/Hispanic students
and other ethnicities. Each class being taught is approximately 26 students total where
approximately 16 are boys and 10 are girls.
Cultural: Refers to the cultural backgrounds and practices that students bring to the learning environment, such as
traditions, languages and dialects, worldviews, literature, art, and so on, that a teacher can draw upon to support
learning.
- Since the classes and school is very diverse due to its location outside of Baltimore City,
there is a high amount of culture and backgrounds being brought in by students. There is
much effort and thought being brought into every lesson in order to incorporate students’
interest in any possible aspect throughout the lesson. Connecting the subject to something
that relates to them and their personal lives will make them feel more passionate about
the lesson. The lesson tries to incorporate their creativity by allowing them to create their
own problem in the warm-up.
Community: Refers to common backgrounds and experiences that students bring from the community where they
live such as resources, community events, practices, and so on that a teacher can draw upon to support learning.
Consider rural, suburban, urban population as well.
- This school is located in a suburban area where students are being surrounded by a
diverse community. The students in this class rely heavily on the school and community
resources. This school has a very high F.A.R.M. rate, which is close to 70% in the
entirety of the whole school. Therefore, the teacher should be aware of community events
and resources that students take part in like afterschool sports. When learning about
students there should be a connection of the students personal and community life
incorporated in the lesson.
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Alignment:
Standards
(State {CCRS/Other} and Professional Organization
Content Standard)
CCSS.MATH.CONTENT.6.G.A.1
Find the area of right triangles, other
triangles, special quadrilaterals, and
polygons by composing into rectangles
or decomposing into triangles and other
shapes; apply these techniques in the
context of solving real-world and
mathematical problems.
CCSS.MATH.CONTENT.7.NS.A.2
Apply and extend previous
understandings of multiplication and
division and of fractions to multiply
and divide rational numbers.
CCSS.MATH.PRACTICE.MP1 
Make sense of problems and
persevere in solving them.
Mathematically proficient students start
by explaining to themselves the
meaning of a problem and looking for
entry points to its solution.
CCSS.MATH.PRACTICE.MP6  multiplication and
Attend to precision.
Mathematically proficient students try
to communicate precisely to others.
They try to use clear definitions in
discussion with others and in their own
reasoning.  complete it. This is a graded assignment therefore
Language Demands: Given the language function and objective and assessments above, describe the associated
language demands (written or oral) students need to understand and/or use today.
Vocabulary: (WORDS)
What new vocabulary am I
introducing today?
This shouldn’t be new
Objective Assessments:
(One objective only) Describe the informal and formal assessments selected or designed to
Bold the Language Function. monitor students’ progress towards the standards/objectives?
Formative Assessments
MRMS Informal Assessment
Mathematicians -Throughout the lesson there are many verbal
will be able to… check ins that have students communicate
(through the chat feature or using the
-Find the area of a microphone) throughout the lesson so that the
Rectangle, teacher knows that they are following along the
Triangle and a lesson and grasping the content.
Trapezoid -Through the use of desmos students can work
(including special synchronously with their classmates and the
types) given
teacher during class. Students are given the slides
appropriate and are expected to show all work on each slide
dimensions.
as well as turn in their work (which automatically
-Recognize and submits).
use the These slides contain concepts that have been
discussed throughout the unit and the current
Commutative and
lesson Students will have the ability to review the
Associative
unit with the completion of desmos. Students will
Properties of
then have the rest of the time to ask any questions
Multiplication.
from assignments that need to be completed
-Picture before the unit is officially over.
find areas of Formal Assessment
rectangles using At the end of the lesson students will be asked to
arrays or areas. complete a “Show what you know” which asks
them questions on the concept that was learned in
the lesson. Students will have time during class to
they are more likely to try their best and complete
it.
Syntax: (PART) Discourse: (WHOLE)
Sentences; Citations; Grammar; Thesis Speeches; Debates; Constructing Argument;
Statements Writing Essays
What elements of the oral or written discourse will be What oral or written language will be assessed today to align
introduced today to be successful in producing effective with the objective? (Whole group discussion? Written
discourse? response?)
- At the beginning of class there - Students will be asked to
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vocabulary to students will be a review on concepts
but if it is the. from the previous unit they are
Vocabulary may be: asked to determine which
statements are true and which
Area one is a lie. They are asked to
Commutative Property put their answers in the chat but
Associative Property also to be prepared to discuss the
answers.
- Once the warm up is over the
students are provided a desmos
link that starts with even more
important review of vocabulary
and mathematical concepts.
Then we move into the desmos
where there is modeling done for
students on how to find the area
of a rectangle, triangle and a
trapezoid. After modeling
problems they are expected to
complete some on their own.
- Students will follow along the
desmos and complete some
slides independently but most of
the class time is constant
discussion and descriptive
feedback.
- Students can also use the chat to
contribute to the discussion if
they do not feel comfortable
turning their microphones on
- Desmos completion which is
individual work that is graded
participate in the warm-up so
that I can have an initial
understanding of where the
students are in terms of
understanding crucial
mathematical concepts.
- Students will complete the
desmos slide some as a class and
some independently. The slides
in which they complete
independently will be graded as
classwork and I will be
providing students feedback as
they work on them. This
feedback is private because it
can be sent through desmos,
which results in no student being
called out for any mistakes they
may have.
- At the end of the lesson students
will complete a “Show what you
know” assessment that formally
assess what they learned in the
lesson that has just occurred.
This will be graded and be put
into the gradebook.

Language Supports: The scaffolds, representations, and pedagogical strategies teachers provide to help learners
understand, use, and practice the concepts and language they need to learn within disciplines.
What are you modeling today, what graphic organizers, sentence starters, etc. have you created to help students
complete informal and formal assessments?
- Students will be using an application/resource called Desmos where they are able to
follow along interactive slides with the teacher. They are also able to show their work and
I will be able to see their solutions as they are typing or drawing it. This tool allows
students to automatically submit their work during class and it also gives teachers the
instant feedback they need in order to determine if students are grasping onto the content.
- During the lesson students are provided with anchor charts that allow them to always
reference back to when they are stuck and need a reminder of how to find the area.
- At the end students will be completing a “show what you know” so that they could be
formally assessed on their understanding of the lessons content.
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Lesson Procedure:

Opening Activity: DoNow Activity Time Allotted: 10 Minutes

How will you launch your instruction? What hook will you use to introduce the lesson? Also, consider how you will communicate the
learning objective to students. How will you access students’ prior knowledge and incorporate students’ personal/cultural assets?
- Students are presented with a warm-up activity that helps them get engaged and ready to learn. Students are
asked to recall important concepts that they have learned in the previous chapter that they should feel
comfortable with and should definitely remember.

Assessment Measures:
Informal/Formative: What measures will you use during your opening to assess students’ progress toward mastery of the objective?
- The opening warm-up/Do-Now activity is only to get students involved and engaged at the start of class. It
also requires them to recall from what they know about previous lessons. Since this is the start of a new
lesson and the previous unit was filled with mathematical concepts of which they need to feel comfortable
with I decided to assess them on that for the warm-up. I encourage student engagement from everyone so
that I can see who has a deep understanding of inequalities and who is struggling. This opening activity is
not a summative assessment its more of a formal assessment because it allows for the teacher to have that
reinforcement that states where students are in terms of mastery of the different lessons. This is a
discussion-based activity so students will be examined by what they verbally share with the class or what
they share using the chat box.

Script Transition (explicitly linking concepts/activities/objectives):

- Teacher: “Now that we have had our fun in the opening activity it is time to start getting into the meat of the lesson.
Can anyone read the objective that we have on the board?”
- Student reads Objective
- Teacher: “Alrighty, thank you for reading the objective for us today. Before we dive any deeper, I want to debrief the
lesson objectives because they do have some important vocabulary words in them that you may or may not be
familiar with. ”

Activity 1: Objective Debrief & Desmos Lesson Time Allotted: 30 Minutes

- After the warm-up and the reading of the objective there will be a debriefing of the important vocabulary
that the objectives contained. It should be a review but for those students that do not remember, or it is not
familiar there will be this initial exposure to it so they do not get lost in the lesson. After reviewing the two
slides on the PowerPoint I will be giving students a desmos link where we will actually practice our
vocabulary and get into the lesson. As we are going through the lesson I am modeling for students then they
are given practice problems to complete.

Assessment Measures:
Informal/Formative: What measures will you use during activity 1 to assess students’ progress toward mastery of the objective?
- This is an informal assessment because students are using desmos where they complete their work as it
automatically saves, and the teacher is able to monitor them while they are completing it. Students turn
these slides in and the teacher as she is observing should look for any struggling students and to see if there
is mastery of this specific content. When students are asked to complete anything on their own, they are
given feedback so that they know that what they are doing is right or headed in the wrong direction.

Script Transition (explicitly linking concepts/activities/objectives):

- At this point of the lesson students have had a quick review and they have completed some problems with
me. Now what they have going on is their independent time of completing a few practices questions.
Teacher: “Okay now that we have seen how to find the area for all of these shapes I want you all to complete the
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remaining slides on your own and we will go over some togther.”

Activity 2: Students Independent Desmos Slides Completion Time Allotted: 10 Minutes

- At this time students are expected to work independently in order to try and complete the remaining slides
on desmos. As they are completing it they are more than welcomed to look at the examples we completed
together or they may ask any questions. As students work on that I will be monitoring their work and
providing feedback. Students were also provided anchor charts that I have made that can also help them out
when completing the slides on their own.

Assessment Measures:
Informal/Formative: What measures will you use during activity 2 to assess students’ progress toward mastery of the objective?
- As previously stated desmos allows me to look at students work as they are completing it. Therefore, I will
be monitoring their solutions and their work. I will be giving them feedback on what they have done right
and what needs to be looked at again. This is a formative assessment because students are being asked to
complete this on their own to show their understanding of the new concept. Desmos is a very useful tool for
formative assessments it helps keep track of where each student stands, and it allows students to be able to
show their work there on the screen.

Script Transition (explicitly linking concepts/activities/objectives):

Teacher: “Thank you to everyone that is completing their work. I would like to know give you your independent
time for the show what you know. Before we break away for the last time is there a specific problem that you
would all want me to go over? After we review it then you will have the rest of the time to complete the show what
you know.”

Additional Activity: Time Allotted: 5-7 minutes

- Given that this class is a GT class I am expecting two possible outcomes from students. One being that they
fully understand the concept and need more problems to complete or they do not feel too confident and they
will also need more practice. Either way I have some problems that I have that they could complete if they
were to need the extra practice.

Assessment Measures:
Informal/Formative: What measures will you use during this activity to assess students’ progress toward mastery of the objective?
- If there is need for the extra problems, I will be sharing a jamboard where I could give them a problem and
they can solve it there. I can use that tool to follow along with what they are doing and informally assess
their understanding.

Closing Activity: Show What You Know Time Allotted: 10-12 minutes
- The last minutes of class is structured for independent time for each period (the school’s guidelines). During
this time students are more than welcomed to stay logged onto the google meets while they complete the
show what you know. The show what you know is a formative assessment that students must complete in
order to show their understanding.

Assessment Measures:

Formal/Summative: How will you evaluate student learning at the conclusion of your lesson and/or learning segment? How will you tie
this assessment back to the objective? What specifically, will you say to students or ask of students that results in data collection to
indicate students met the objective today?
- Students are completing this show what you know, which is graded, and it does go on the gradebook. This
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gives me and my mentor an understanding of where students stand in terms of this topic without our
constant support and feedback. This formative assessment allows us to see the level of understanding of
each student, because it is graded students are motivated to actually try their hardest.

(What will you have students do if you have time left in class?):
- If students want more practice, they can be given the opportunity to complete more problems and examples
so that they are growing their understanding and practice.

Connections to Research and/or Theory:

What research and/or theory supports the decisions you have made in your planning to meet the needs of your
learners, that also connect to content related decisions you have made in your planning and will influence the decisions
you make for these learners based on assessments you evaluate today to plan future lessons?
- Checking for understanding theory by the theorist Barak Resenshine. Throughout this lesson there is constant
checking for the students understanding. Students are often asked to share their work and to not only share their
reasoning, but they are asked to try to explain a classmate reasoning or problem. Students are asked to try and explain
how to solve this problem, which can show whether the student is understanding the lesson.
- The conversation theory by Gordon Pask, because students are often engaged in meaningful conversation as a whole
class. In this lesson they are encouraged to share their thoughts on their methods. Students are encouraged to share
their thoughts on the new material and their solutions/approaches.
- The Social Learning theory because it allows students to learn collaboratively, from each other. They are allowed to
share as a class what they have found and what they understand so that their peers are learning from each other. Even
in this virtual setting, this lesson sets the environment as one that students could maximize the opportunity to
communicate with each other through discussion, collaboration, and the constant opportunity to receive feedback.
- Constructivist learning theory is explored in this lesson because students are given a real-world problem. This allows
students to bring some relevance and connections to math outside of the classroom.
- Bandura’s Social learning theory suggest that students learn from one another through imitation and modeling.
Therefore, on this online learning platform students are given examples where they model it with me, and they follow
along. Once they have seen one or two examples, they are given the opportunity to try for themselves.
- Because the objective contained a handful of vocabulary words there was a much-needed review of vocabulary to
reinforce the learning that was about to occur throughout the lesson. This is supported by Alexander-Shea vocabulary
development theory of recognizing vocabulary as a powerful learning strategy.

Opening Slide with warm-up and objective and other PowerPoint slides:
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DESMOS:
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SHOW WHAT YOU KNOW:

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