Observation #1 Lesson Plan

1. Content RF.2.3. Know and apply grade-level phonics and word analysis skills in decoding words
Standards both in isolation and in text.
RF.2.4. Read with sufficient accuracy and fluency to support comprehension
RF.2.4.b. Read on-level text orally with accuracy, appropriate rate, and expression on
successive readings.
2. TPE TPE 1: Engaging and Supporting All Students in Learning
TPE 2: Creating and Maintaining Effective Environments for Student Learning
TPE 3: Understanding and Organizing Subject Matter for Students Learning
3. Objectives 1. Students will be able to read and write CVC words with short a, i, and o.
2. Students will be able to spell words with “ay”

Introduction (4 min)

Activate background knowledge.

1. Let students know of the objective.
2. Students will say the sounds of the letters out loud together.
3. Students will spell the letter of the sounds given. If incorrect, all students will write the correct letter
three times correctly.

Practice (17 min)

READING & WRITING.

1. Students will individually read a series of CVC word cards that have short a, i, and o.
2. Students will individually spell the CVC words. If words are spelled incorrectly, all students will write the
correct letter three times correctly.
3. Students will be introduced to new sight words. They will read the words then spell them on their paper.
4. Students will be introduced to the sound “ay” and spell words using that sound.

Assessment (10 min)

1. Students will be assessed on how well they learned the material by reading the sentences that contain
CVC words with short a, i, o, as well as words with “ay”
2. Take note of which students need extra support for specific letters/sounds.

Observation #2 Lesson Plan

1
1. Content CCSS.MATH.CONTENT.5.NBT.B.7
Standards Add, subtract, multiply, and divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and
explain the reasoning used.

2. TPE TPE 1 Specific Pedagogical Skills for Subject Matter Instruction

TPE 2 Monitoring Student Learning During Instruction
TPE 4 Making Content Accessible
TPE 5 Student Engagement
TPE 6 Developmentally Appropriate Teaching Practices
TPE 9 Instructional Planning
TPE 11 Social Environment
3. Objective Students will be able to compute differences of decimals involving tenths and hundredths.

Introduction

1. Let students know of the objective.

2. Activate student’s background knowledge of adding with decimals.
3. Tell students of the three main rules to help them remember. Write it down so they can all refer back.

Practice
1. Show an example of how to do one. (82.7-5.59)
2. Work on problems together. (43.3-12.82)
3. Each student will contribute to one step of the equation.
4. Reduce scaffolding as needed. (7.28-4.928)
5. Allow students to work with a partner. (92.1-32.6)
6. Have students share their answers.
7. Do error analysis if necessary.

Assessment

1. Students will work independently on their assignment. (52.7- 36.9)

2. Check on work and determine which students need extra assistance.

1. Content 6.EE.A.3 Apply the properties of operations to generate equivalent expression

2
Standards 6.EE.A.4. Identify when two expressions are equivalent

2. TPE TPE 1 Specific Pedagogical Skills for Subject Matter Instruction

TPE 2 Monitoring Student Learning During Instruction
TPE 3 Interpretation and Use of Assessments
TPE 4 Making Content Accessible
TPE 5 Student Engagement
TPE 6 Developmentally Appropriate Teaching Practices
TPE 7 Teaching English Learners
TPE 8 Learning About Students
TPE 9 Instructional Planning
TPE 10 Instructional Time
TPE 11 Social Environment
TPE 12 Professional, Legal, and Ethical Obligations

3. Objective Students will be able to simplify algebraic expressions.

Introduction

1. Ask students about what they are looking forward to.

2. Present the objective to the students:
-Students will be able to simplify algebraic expressions.
3. Activate the student’s background knowledge of the objective’s vocabulary terms
-Simplify means to make things simpler or easier to understand
-Algebraic expression: a phrase with one variable and one operation.
4. Explain how to simplify an algebraic expression.
“We simplify expressions by combining like terms”
5. Activate background knowledge on what terms, variables, constants are.
- A term is a part of the expression that is separated by a plus or a minus
- Variables are symbols that represents an unknown number. Usually in the form of letters
- Constants are fixed numbers.
6. Let students know like terms have the same variable or variables. Constants are also like terms.
7. Give ELL student her notecard that contains the definitions, color coded visuals, examples, and Spanish
translations.

3
Practice
1. Show an example of how to combine like terms by explaining with a think aloud and color coding the like
terms.
5p+7-3p +2
5p-3p 7+ 2
2p+9
2. Work on problems together.
3. Each student will contribute to answering a question that coincides with the next step.

6z+10+z-3
“What’s the first thing we need to identify?”
“What is a liked term we see?”
“Can you solve that?
6z +z = 7z
“What’s another like term?
“Can you solve that?
10-3 =7
7z+7
4. Reduce scaffolding as needed.
5. Allow students to work independently on a whiteboard.
6+10x -3-2x
6. Do 1:1 check-ins when necessary.
7. Have students share their answers.
8. Do error analysis if necessary.

Assessment

1. Allow students to work independently on two questions as an exit ticket.

7p+8-3p+2
n + 12 +4n-2
2. Identify and help students that need extra support.

4
 Observation #4 Lesson Plan

1. Content 3-ESS2-2. Obtain and combine information to describe climates in different regions of the
Standards world.
RI.3.1 - Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers
RI.3.9 - Compare and contrast the most important points and key details presented in two
texts on the same topic.

2. TPE TPE 1 Specific Pedagogical Skills for Subject Matter Instruction

TPE 2 Monitoring Student Learning During Instruction
TPE 3 Interpretation and Use of Assessments
TPE 4 Making Content Accessible
TPE 5 Student Engagement
TPE 6 Developmentally Appropriate Teaching Practices
TPE 7 Teaching English Learners
TPE 8 Learning About Students
TPE 9 Instructional Planning
TPE 10 Instructional Time
TPE 11 Social Environment

3. Objective Students will be able to describe climate in different regions of the world.

Introduction (10 min)

8. Ask students what their favorite season is and why.

9. Let students know of the objective
10. I will develop background
What is climate?
What are seasons?
What is temperature?
-The temperature of the morning (cold) and the temperature in the day (warmer/hot)
Where is the equator?
11. Explain challenging words that will be encountered in the paragraphs.
-country:
-capital
-Paris, France,
-Anchorage, Alaska
-Chicago, Illinois
-San Jose, Costa Rica
-Accra, Ghana,
-Nuuk, Greenland
12. Show climate zone map. Guiding question: How is the climate in each of the climate zones
13. Read a paragraph of the cities outload.

5
 14. Answer one question together. Use comprehension strategy of going back to the story
15. Have the students do question as guided practice.

Practice (25 min)

1. Have students read their paragraph to themselves.
2. Have one on one time, checking in on students as they read and answer comprehension questions.
3. Remind them of the comprehension expectations of going back to the passage to underline the answer.
4. Make sure everyone is writing in a complete sentence.
5. Once every one is done, work on a thinking map to compare the climate zones
6. Ask the students working on the polar zone to state the temperature throughout each season.
7. Follow same procedure for the other to zones.
8. Color code the temperature so they can see the similarities and differences between each zone, and cities.
9. Explicitly state what is seen on the board.

Assessment (5 min)

3. Have students answer Kahoot! Questions as the out the door activity.
4. For incorrect answers, talk about the reason why they’re incorrect.

6
 Observation #5 Lesson Plan

1. Content CCSS.ELA-LITERACY.RF.2.3: Know and apply grade-level phonics and word analysis
Standards skills in decoding words.
CCSS.ELA-LITERACY.RF.2.3.A: Distinguish long and short vowels when reading
regularly spelled one-syllable words.
CCSS. ELA-LITERACY. SL.3.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3
topics and texts, building on others’ ideas and expressing their own clearly.

2. TPE TPE 3 Interpretation and Use of Assessments

TPE 4 Making Content Accessible
TPE 5 Student Engagement
TPE 11 Social Environment

3. Objective Students will learn the FZLS rule.

Student will be able to double the final consonant for words that have one vowel and end
in FZLS.

Introduction
1. Ask students how their day has been.
2. Introduce the objective.
3. Activate background knowledge on CVC words
4. Activate background knowledge on letters that need to be doubled when followed by a single vowel.
F, Z, L, S
5. Think of a mnemonic phrase that would help them remember which words need to be doubled
Ex: Furry Zebras Like Soup
6. Give examples of words that need to be doubled. Do a think aloud to help children remember what they
should think.
7. Have students tell their partners what they just learned.

7
Practice

1. Ask students if they want to come up to the board to write a word or write the word on their whiteboards.
2. Give students a series of words with the pattern and other words to write.
Pass, Fill, Yet, Puff, Fizz, Lit, Boss, Bill, Buff, Cut, Buzz

3. If incorrect, explain the reasoning.

4. Have students write sentences using the words.
I wish I had a big doll.
The gull fell into the bay.
Tell him not to fuss.
I am the boss.
May I toss the box?

5. Do error analysis if necessary.

Assessment

1. Give students a list of spelling words with the FZLS pattern and without to identify if lesson needs to be
taught again.
Jazz, Jet, Lot, Will, Cuff, Fuzz, Mess, Doll, Web, Bay, Cob, Puff