4.

Learning Segment Assignment—Final Product

You will write a 2-day learning segment of lesson plans. It is my hope that you will be able to lead/co-
teach at least one of your lessons with your Middle School Mentor Teacher (MT), preferably before the
school’s spring break. However, your plans might require you teach a week after spring break. Discuss
the facilitation with your MT. In the event you are not able to teach a lesson, it will not negatively impact
your grade for the assignment. Planning is how you will be evaluated.

The purpose of the 2-day learning segment is to (a) stimulate and strengthen your mental process of
planning lessons, (b) provide concrete evidence that you have considered important decisions/factors
that impact what and how students learn, and (c) make your thought process explicit so that your
instructor and mentor teacher can help you plan more effectively.

The learning segment consists of 2 days (2-3 hours) of lesson plans that build one upon another toward a
central focus, with a clear beginning and end. Again, you might not be able to teach both plans
consecutively, so be sure your plans will allow your MT to pick up where you end in the event you aren’t
able to finish both plans. Your lesson plans will include a mathematics task and/or instructional
materials, and formative assessment (questioning, final closing assessment, or ticket out the door) that
you will incorporate into the 2-day segment of lessons. The assignment Rubric is located at the end of this
document (or distributed in class).
What To Do:
Step1: 4a. Identify Standards, Write Learning Objective, Locate Math
Meet with your MT to discuss the planning of your 2-day learning segment. He/She should provide you
with an upcoming standard and perhaps help you develop 1 - 2 learning goals that might be covered over
a 1 to 2-day period. Your MT must approve your lesson plans in advance, because they will likely co-
teach with you or follow-up with students after you are done teaching. Decide on a date when you will co-
teach your lesson/lessons. Discuss the content standards you will address and locate a few tasks you
might facilitate during your teaching. Due: March 23—We will complete this in class if you have
identified the standard you & your MT might address sometime over the next 2 – 3 weeks.

Step2: 4. Community, School, Classroom Context, & Students

Provide a one-paragraph summary of the school’s teaching/learning context. For example, a) subject and
b) grade level, number of students, c) virtual or face-to-face or some combination of both, d) number of
students in the class, and e) the length of the period/block, and f) accommodations for students. You may
include some of this information within your lesson plan template (see below).

Step3: 4. Your Written Lesson Plans (see attached rubric)

In consultation and co-planning with your MT, you will design and facilitate (when possible) a sequence
of instruction for at least one day and prepare a lesson for your MT in the event you cannot teach for 2
days.
Use the template below to complete your lesson plan.
Central Focus of the 2-day Lesson Unit: For this section (in a separate document, describe the important
understandings and core concepts that you want students to develop within the learning segment).
 Methods 2 Lesson Plan Template
Name
Lesson Topic
Central Focus of this Lesson
Grade Level
GSE/Standard (s)
Learning Objective
Standards for Mathematics Practices
(being addressed in this lesson)
Procedural Fluency, Conceptual Understanding, and/or Reasoning and Problem Solving
Procedural Fluency
(addressed in the lesson)
During class, students will be
reviewing the procedure for
finding the median as they
struggled with it during the
previous lesson. They will also
cover how to create a box and
whisker plot through examples
in class on a presentation.
Lesson Plan #___1___—Day #___1__
Box and Whisker Plots
In the lesson, students will learn the properties of
box and whisker plots and how to create them.
They will demonstrate their ability to find the
median of multiple data sets and apply them.
6th grade Block/Time 1 hour 30 minutes
MGSE6.SP.4 Display numerical data in plots on a
number line, including dot plots, histograms, and
box
plots.
Students will be able to analyze the components
(median, quartiles, min, and maximums) of box
and whisker plots.
Students will be able to create box and whisker
plots given a data set.
Use appropriate tools strategically, look for and Formatted Table
use structure, and use repeated reasoning.
Students will use their mathematical tools and
definitions to solve the problems. Students will
need to see patterns and structure when finding
the median, quartiles, and extremes. They will
need to be able to look for structure in the visuals
as well. Repeated reasoning will allow students to
replicate the process and get a better
understanding of the material.
Conceptual Problem Solving
Understanding (addressed in the lesson)
(addressed in the lesson)
We will be making Having students think
connections to what creatively and abstractly
the students have through more complex
learned about finding problems will help them
the median and work on problem
applying it to create a solving. I will ask them to
box and whisker plot. I write out their own set of
will be utilizing visual numbers and create a
representations of box and whisker plot
number sets so according. Also, giving
students can grasp the students sets of numbers
connection and that are not already pre-
application of what placed in order will help
they have learned them realize why that
 previously with finding procedure is necessary
the median. as well as having to work
through a less straight
forward situation.
Instructional Strategies, Math Task, Instructional Handouts/Materials
A Description of What Teacher/Co-Teacher/Students will be Doing During the Lesson
Lesson Launch/Activation or Warm-Up—insert time here
Lead Teacher Co-Teacher Students
About 10 Minutes Co teacher will help by Students will share what
projecting the number their answers are for the
• Have students work with sets on the board 2 questions.
their neighbors without • Students will pay
moving desks (due to attention/listen to
COVID Restrictions) their classmates’
responses.
• Be prepared for
• Have 2 number sets
the next portion
prepared
of the lesson.
(2,4,5,7,9,12,15) and
(6,3,9,1,6,9,4,4)
• Explain to students that
we will be using this
today in class for our
lesson and this is a
refresher.
• Ask students to find the
median of the two
number sets.
• Call on someone to give
the answer for the first
one and explain what
they did.
• Call on someone to give
the answer for the
second problem and
explain what they
did/what was different
about the two.

Instruct/Explore/Discussion—insert time here

Lead Teacher Co-Teacher Students

First 5 minutes
I want to first pose the question,
what do you know about box
and whisker plots? Students
will raise their hands and give
ideas out loud as a big group.
I will then follow this up by
working through a notes sheet
together. These notes consist of
fill the blanks, definitions,
images, and example problems.
Co teacher will help by
projecting the number Having students answer
sets on the board. questions and participate
as a whole/stay engaged.
Co-teacher will be
offering extra support Students will be actively
during the note taking helping the lead teacher
and class discussion fill in the blanks as we go
while floating around. through the page to stay
engaged.

I will lead students through this

so that they can gain an
understanding of the individual
components and what they
represent.

Students will be called upon to

help fill in the information as
we go based on connections and
patterns that they notice as they
further understand the content.

If students have difficulty as we

go through the notes, I will ask
the following questions.
• What was the first thing
we did when trying to
find the median?
• How many different
sections are there?
• How are the 4
separated?
• What does the center
line represent?
• What about the edges of
the box?
• What is the range?/What
two numbers do you
need to look at?

• File Below Formatted: Normal, No bullets or numbering

 Field Code Changed

Box and Wisker Plot notes

After this, I want the students to

look at a PowerPoint that better
visualizes what we are looking
at when creating a box and
whisker plot.

Students will be called upon to

answer questions as I work
through it.
Field Code Changed
Box-and-Whisker
Plots

Guided Practice—insert time here

I will project a set of 6 problems Co teacher will help by Students will write down
on the board and have students projecting the number the number sets on a
work on the problems with a sets on the board. clean sheet of paper.
neighbor.
Co-teacher will be Students will create a
Students will be asked to create offering extra support labeled box and whisker
a box and whisker plot and through floating plot identifying all the
label the median, minimum around major components.
value, maximum value, lower
quartile, and upper quartile,

• 1, 4, 8, 9, 10, 13, 14, 15

• 1, 5, 6, 7, 10, 12, 14, 15
• 1, 2, 2, 2, 8, 9, 10, 7, 8
• 1, 2, 3, 4, 9, 10, 11, 12
• 1, 6, 12, 9, 10, 3, 13, 14, 6
• 3, 5, 5, 5, 5, 10, 11, 13, 8

• I will have my students Formatted: No bullets or numbering

attempting to make the box and
whisker plots by themselves
using the process we worked
through in class. If this becomes
difficult. I will try to guide them
by asking them, what do we
look for first? What are the 5
things we need? If necessary, I
would approach this more
aggressively with some
students and ask them to look
at their notes sheet and go over
what a median is, what the
quartiles represent, and have
them point out to me where
they are on the box and whisker
plot. During this, I want
students to work together to
figure out these problems with
their neighbors in an effort to
build collaborative skills and
build on each other’s
knowledge.

Assessment/Ticket Out the Ticket out the door: A box and whisker plot
Door problem will be projected on the board for the
students to do on a separate sheet of paper to be
turned in.

No Homework will be given

Planned Differentiation & Supports
Extensions:
Hints/Supports:
Tiered Levels:
 1.

Median: 9.5
Minimum: 1
Maximum: 15
First quartile: 6
Third quartile: 13.5

Outliers: none

2.

Median: 8.5
Minimum: 1
Maximum: 15
First quartile: 5. 5
Third quartile: 14
Outliers: none

3.

Median: 7
Minimum: 1
Maximum: 10
First quartile: 2
Third quartile: 8.5
Outliers: none

4.

Median: 6.5
Minimum: 1
Maximum: 12
First quartile: 2.5
Third quartile: 10.5
Outliers: none
 5.

Median: 9
Minimum: 1
Maximum: 14
First quartile: 4.5
Third quartile: 12.5
Outliers: none

6.

Median: 5
Minimum: 3
Maximum: 13
First quartile: 5
Third quartile: 10.5
Outliers: none