Description of the Teaching Context

CONTEXT FOR LEARNING INFORMATION

Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the
brackets following each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

About the School Where You Are Teaching

1. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher)
that will affect your teaching in this learning segment.
[I am in fifth and sixth period on Mondays and Wednesdays when I go to Zionsville West Middle
School. There are no special features of the classroom setting during fifth period, but there is an
instructional aid in the sixth period class who helps some of the students work on different
assignments. During fifth period, it is just me and Ms. Huffman, and during sixth period, it is me,
Ms. Huffman, and the instructional aid.]
2. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use of
specific instructional strategies, or standardized tests.
[There were a few E-Days on the schedule which prevented us from going to Zionsville West
Middle School. The E-Days were on February 16, March 23, and April 13. There was also one
day where I had to go to a science classroom because Ms. Huffman’s classes were taking
standardized tests, and I was not allowed to be in the room.]

About the Class Featured in this Lesson Study

1. How much time is devoted each day to instruction in your classroom? What is the name of
this course?
[On a normal day, the class meets for 45 minutes. It takes about five minutes to get all of the
students on the same page. Then, depending on the lesson, the instruction time can take
anywhere from 20-25 minutes. The students normally have an activity to work on for the last
15-20 minutes.
2. What is the class schedule (e.g., 50 minutes every day, 90 minutes every other day)?
[The 8th grade math class occurs every day for 45 minutes.]
3. Is there any ability grouping or tracking in this class? If so, please describe how it affects
your class.
[As far as I know, there is no ability grouping or tracking in this class. The only time students are
working on individual plans is when they are done with the activity the entire class is working on,
and they log on to their Khan Academy account and work on whatever has been assigned to
them there. The activities are individualized because the content is based on test scores.]
4. Identify any textbook or instructional program you primarily use instruction. If a textbook,
please provide the title, publisher, and date of publication.
[There is no textbook or instructional program used for this class. Ms. Huffman creates her
notes based off of the unit being studied.]
5. List other resources (e.g., electronic white board, online resources) you use for instruction in
this class.
 [Ms. Huffman projects her notes onto the screen at the front of the class. Students also used
desmos occasionally to complete assignments. Another online resource Ms. Huffman has used
is graphingstories.com. Canvas is used for assignments, and I think Powerschool is used for
grades.]

About the Students in the Class Featured in this Lesson Study

1. Grade level(s):
[Eighth Grade **The following information is only for 5th period**]
2. Number of

◼ students in the class: 23 students

◼ males: 11 students females: 12 students

3. Complete the charts below to summarize required or needed supports, accommodations, or

modifications for your students that will affect your instruction in this lesson study. As
needed, consult with your cooperating teacher to complete the charts.Use as many rows as
you need.

Students with IEPs/504 Plans

IEPs/504 Plans: Number of Supports, Accommodations,

Classifications/Needs Students Modifications, Pertinent IEP Goals

IEP 6 Most of them use extra time for testing

and test in small groups out of the
classroom. Some of them have the use of
calculators or multiplication tables. Some
need to have notes provided and are
allowed to have breaks during class.

504 2 Most of them use extra time for testing

and test in small groups out of the
classroom. Some of them have the use of
calculators or multiplication tables. Some
need to have notes provided and are
allowed to have breaks during class.

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,

Students Modifications

ILP 2 Most of them use extra time for testing

and testing in small groups out of the
classroom. Some need to have notes
provided and are allowed to have breaks
during class.
 Students with Other Learning Needs

Other Learning Needs Number of Supports, Accommodations,

Students Modifications

N/A N/A N/A

Lesson Plan Under Study with Annotations Noted as Comments

Date: Teacher Name: Ms. Weil and Ms. Huffman Class: Pre-Algebra
February 28,
2022

Grade Level: Unit Name/Topic: Unit 9-Functional Lesson Number: 1 Length: 55 minutes
8th grade System/Writing Linear Equations

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s): 8.AF.6- Construct a function to model a linear relationship between two quantities
given a verbal description, table of values, or graph. Recognize in y = mx + b that m is the slope (rate of change),
and b is the y-intercept of the graph and describe the meaning of each in the context of a problem.

Academic Content Language (content vocabulary, discourse, syntax): linear, slope, y-intercept, form, equation, line,
points, difference, coordinate, horizontal, vertical, undefined, graph

If you are taking the Special Educator role, add these:

Academic IEP Goals:

Behavior IEP Goals:

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . .
● To create a linear equation using two points (x,y)
and/or using the given slope and y-intercept
● To find the slope and y-intercept using two points that
are provided
● To observe points off given graph to determine the
slope and y-intercept
Students will keep considering . . .
● How can linear equations be represented?
● How can the slope and y-intercept be found given two
points (x,y)?
● Why are lines ideal representations for linear
equations?
Questions to elicit deeper thinking or build upon about the topic…
● How can graphs be used to implement observed
data?
● Why are graphs useful in representing a variety of
points?
● Which types of graphs can be used to construct visual
 representations of linear equations?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
Complete a worksheet showing that they can determine the linear equation giving the slope and y-intercept or two points (x,y) in a
problem or on a graph

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . . Formative:
Completing a worksheet showing that they can determine the Understanding the difference between the slope and
linear equation given the slope and y-intercept or two points (x,y)
in a problem or on a graph. y-intercept
Showing how a linear equation is constructed using
means provided

Evaluative Criteria:
Students success would look like. . .
Accomplishing the worksheet provided to demonstrate the
knowledge learned during the lesson (80% correct)
Summative (if any beyond the performance task):
No Summative Assessment is necessary in this lesson
plan to determine gained knowledge of this material

Stage 3: Learning Plan

General Methods for Instruction (reference your content methods text):

Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative
Learning Lab Learning Stations Writing to Learn Inquiry Learning Independent Learning Small Group
Direct Instruction Workshop Role Play Game Other

Where will this lesson take place? General Education Classroom Resource Room Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

The guided worksheet will be projected on the screen
while instruction is taking place so the class can follow
Specific Support Who will provide that Why? What’s the
Needed (Special support? Where will that intention? along as notes are being filled in. The goal in this is to
Education Support support be provided? make sure everyone is on the same page (in reference
and/or to note taking) and nothing should be missed with this
accommodations strategy.
and
modifications)
Timers will be set as a guideline for how much time
Students As stated above, The intention is should be set for students to complete each problem.
with this support will to support the (This will not be implemented for diverse learners).
modification be provided by a Least Restrictive
TA, and for this Environment The expectation is to get through the lesson in a timely
s will receive manner so that a new lesson can be taught the next
specific lesson, (LRE).
additional class period. If this situation is not feasible then
diverse learners
support from will not be out of students will be expected to complete the problems for
a TA in the the general homework and submit proof of completion to the CMT
classroom education for review of understanding. (Online or in-person
 submission)
who will classroom during
work the instruction.
individually
or in small
groups with
students
who need
more help
than is
provided in
the general
education
classroom.

Intentional Co-Teaching or Grouping Strategies:

Since this lesson will be taught by me, there will be
co-teaching involved if a concept needs to be clarified
in a different way from Ms. Huffman that better supports
her students' needs. Students will work with their elbow
partner during the completion of the worksheet to
collaborate in their learning of the material.
❏ 1 Teach 1 Observe (gather specific data)
❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller
groupings)
❏ Station Teaching (divide content, repeat to
groups)
❏ Alternative Teaching (grouping specialized
attention)
❏ Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities- reference your content methods text

Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks Rationale: (Based on
& build in checks for understanding) connect to prior knowledge & assets): Research/theory)

25 minutes Instructing students while filling in a shared Taking notes as the instructor Social learning theory-
note packet that is projected on the screen is facilitating the lesson Students will follow
along to gain an
understanding of the
material. The goal in this
is to prevent students
from going at their own
pace rather than the
pace set for the entire
class.
Attention>Retention>Re
production>Motivation
20 minutes Walking around the room as students are
working on the worksheet provided to
check on progression of problems and
attain an understanding of where the
students are “at” with the lesson taught
Working independently or
with their elbow partner to
complete a worksheet
Asking questions to clarify
what needs to be done to
complete the problems
Constructivism learning theory-
Students will create a sense of
the material by doing problems
with minimal or no help from the
instructor after completion of the
lesson. At this point, the
instructor should serve as an
observer rather than the main
mode of guidance.
Cognitive learning
theory-Students will ask
questions to gain a better
understanding of the material.
Questions can be asked to other
classmates or the instructor to
accomplish this.

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How
well did the class do collectively on meeting the objective at the level you expected? Any patterns, collective misconceptions/gaps?
Who needs specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What
do you anticipate the result to be?

→The first class did not do as well as the second class, but this relates to how the material was given to them. During
the first class, I presented the note packet to the students to fill in and once the notes were filled in, they moved over
to the worksheet that provided them with extra practice. There was a lot of confusion with the directions because I
was not direct with my instructions. Luckily, Ms. Huffman gave me feedback after the first class, and she suggested
that I move back and forth from the note packet and the worksheet so there was more of a direct connection to what
was supposed to be done. The students understood how to create a linear equation, but they needed some of the
directions to be reexplained. Overall, the students could find the slope and y-intercept when given two points, and
they could determine the slope and y-intercept when looking at a graph. Part of the misconception had to do with
finding the y-intercept depending on what was given to them.
→Next time I teach the two classes I will be more direct with my instructions and make sure the students are following
along and understanding the material as they fill in the notes. This directly relates to the theory of “no child left
behind.” I want these students to succeed and feel confident about their progression in the class. When everyone is
following along and engaging with the material in a thorough and cooperative manner, I will know that my job was
well done, so to say. I want the students to feel comfortable asking questions because most of the time more than one
student will have the same question due to a misconception. I think the result will be much better when the students
are participating fully as the notes are completed and throughout their collaboration with their elbow partner(s).
 PLANNING COMMENTARY
Respond to the prompts below (no more than 7 single-spaced pages, including prompts) by typing your responses within the
brackets. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

1. Central Focus
a. Describe the focus and purpose of this lesson within the context of the unit.
[The focus and purpose of this lesson is to get comfortable writing linear equations when the
slope and y-intercept is listed. Students should also be able to write linear equations by looking
at the graph of a line and determining the slope and y-intercept from the graph. Students should
also be able to use two points to find the slope and plug the slope into the equation with one of
the points to find the y-intercept to complete writing the linear equation.]
b. Given the focus and purpose of the lesson describe how the standards and learning
objectives are connected
[The standards and learning objectives are directly connected to the focus and purpose of this
lesson because the standard says “Construct a function to model a linear relationship between
two quantities given a verbal description, table of values, or graph. Recognize in y=mx+b that m
is the slope (rate of change) and b is the y-intercept of the graph, and describe the meaning of
each in the content of a problem”. The goal is for students to use different methods to write a
linear equation.]

2. Knowledge of Students to Inform Teaching

For each of the prompts below (2a–b), describe what you know about your students with
respect to the focus/purpose of this lesson.

a. Prior academic learning and prerequisite skills related to the lesson—Cite evidence of
what students know, what they can do, and what they are still learning to do.
[Prior to this lesson, students should have learned about y-intercepts and x-intercepts. To find
the y-intercept, plug 0 in for x in the y=mx+b equation that is given. To find the x-intercept, plug
0 in for y in the y=mx+b equation that is given. Students should also have learned about slope.
Slope can be thought of in a variety of ways. One way that students understood more was
change in y over change in x. This is a good way to think about the slope when given a graph
because the students can count up (or down) and to the left (or to the right). Students also need
to remember that the slope of a horizontal line is 0, and the vertical lines have no slope because
the slope is undefined. Students also practiced graphing with equations in slope-intercept form
before they began writing linear equations.]
b. Personal, cultural, and community assets related to the lesson—What do you know
about your students’ everyday experiences, cultural and language backgrounds
and practices, and interests?
[Unfortunately, I do not know a lot about the students in 5th or 6th period, but a general
observation that I noticed was that 5th period was quieter compared to 6th period.]
3. Supporting Students’ Learning

a. How did your teacher’s understanding of the students’ prior academic learning and
personal, cultural, and community assets guided the choice or adaptation of learning
tasks and materials. Be explicit about the connections between the learning tasks and
students’ prior academic learning, their assets, and research/theory.
 [My teacher told me that this lesson can be one of the more difficult lessons for the students to
understand, so I thought it would be important for them to write the notes while I was writing
them on the board. I also figured it would be good to have plenty of practice with each method
of finding the linear equation. Ms. Huffman did a short review with the students at the beginning
of this lesson about slope and y-intercept.]
b. Describe and justify why the instructional strategies and planned supports are
appropriate for the whole class, individuals, and/or groups of students with specific
learning needs. Reference your content methods text.

Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
[The main instructional strategy throughout this lesson was to make sure everyone was
following along as the notes were being filled out. This would benefit English language learners,
students that struggle with reading, underperforming students, gifted students, and students
with IEPs or 504 plans because everyone was going at the same pace, and no one was working
ahead, so the students should have all felt comfortable asking questions related to what was
being taught in the note packet.]
c. Describe common errors or misunderstandings students tend to have related to the
content focused on in this lesson and how the teacher worked to address them.
[Common errors or misunderstandings students tend to have related to the content focused on
in this lesson were where to put the slope and y-intercept once both of those values were found.
Some students put the y-intercept with the x rather than the slope which would result in the
wrong equation. One way to address this is to label the slope as m and the y-intercept as b, so
that when the students are writing the equation and looking at the general slope-intercept form
they can easily see which value goes where. ]
4. Supporting Development Through Language

As you respond to prompts 4a–d, consider the range of students’ language assets and
needs—what do students already know, what are they struggling with, and/or what is new to
them?
a. Language Function (Bloom’s Taxonomy level of Objective) Below are some
examples of language functions that may have been used in the lesson plan’s
objective/outcome. Identify the objectives/outcomes in your lesson plan under
study.

Analyze Argue Describe Evaluate

Explain Interpret Justify Synthesize

[I did not use either of these words in my lesson plan, but analyze could be used when talking
about looking at a graph because the students need to analyze where the line crosses the
y-axis so they know where the y-intercept is. Students can also analyze the slope by looking at
the rise over run. Evaluate is a good word to use when students need to solve for the y-intercept
and slope using two points. Students have to evaluate the difference in y-coordinates over the
difference in x-coordinates to find the slope. They have to use the slope-intercept form to
evaluate the y-intercept by plugging in a point for x and y to solve for b.]
b. Identify a key learning task from your teachers’ plan that provides students with
opportunities to practice demonstrating the objective/outcome identified above.
[A key learning task was a worksheet that included the three methods to write linear equations.
Some examples gave the slope and y-intercept, so then students just had to plug the values into
y=mx+b. Some of the examples showed a graph, and students had to find the slope using one
of the methods discussed during the lesson and observe where the line crosses the y-axis to
find the y-intercept. Some of the examples listed two points, and students had to find the slope,
then the y-intercept, and finally write the linear equation.]
c. Additional Language Demands. Given the language function and learning task
identified above, describe the associated content-specific language (written or oral)
students needed to understand and/or use to be successful in the lesson:
[Students need to know what slope and y-intercept mean to be successful in this lesson. They
also need to remember what the equation for slope-intercept form is. (y=mx+b)]
d. Language Supports. Identify and describe any specific planned instructional supports
(during and/or prior to the learning task) to help students understand, develop, and use
the identified content-specific language.
[I did not plan any language support with Ms. Huffman before the start of this lesson, but since
the notes for this lesson are in a packet with other sections, students could use the notes from
the previous two sections to help them understand this lesson.]
5. Monitoring Student Learning
a. Describe how your teacher planned formal and informal assessments within the lesson.
[Students were expected to complete the worksheet for homework if it was not completed in
class, but there were no formal assessments for this lesson because it was only the third lesson
in the unit.]
b. Explain how the design or adaptation of the planned assessments allows all students to
demonstrate their learning.

Consider the variety of learners in your class who may require different strategies/support
(e.g., students with IEPs or 504 plans, English language learners, struggling readers,
underperforming students or those with gaps in academic knowledge, and/or gifted
students).
[I did not observe an assessment on this lesson, but I think that students are typically allowed to
use their note packets on tests, so as long as students know how to work the examples, then
they should be able to perform well on the assessment.]

Lesson Plan Evaluation Rubric Criteria to Use for the Lesson Plan Under Study
Planning for Understandings: How does the lesson plan build students’ abilities to construct
meaning?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

There are significant
content inaccuracies that
will lead to student
misunderstandings.
OR
Standards, objectives, and
learning tasks and
materials are not aligned
with each other.
Consideration of
developmental need is
absent
Some standards,
objectives, and learning
tasks are visible in the
planning process. Plans for
instruction support student
learning of facts and
procedures.
AND
Activities are selected that
meet at least 1
developmental need.
Plans for instruction
include activities that
clearly support
standards/objectives
attainment. Activities build
on each other to support
learning.
AND
Activities are selected that
meet at least 2
developmental needs.
Plans for instruction
include student-focused
strategies/activities that
build on each other to
support learning with clear
alignment to objectives.
AND
Activities are selected that
meet several
developmental needs.

Planning to Support Varied Student Learning Needs: How does the teacher use knowledge of
his/her/their students to target support for students?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

There is no evidence of
planned supports.
OR
Teacher does not attend to
ANY INSTRUCTIONAL
requirements in IEPs and
504 plans.
Planned supports are Planned supports are tied
loosely to learning objectives
tied to learning AND
objectives. UDL attention is applied to
the
characteristics of the
class as a whole.
Planned supports are tied
to learning objectives
AND
UDL attention is applied to
the characteristics of the
class as a whole and
individuals with specific
needs

Using Knowledge of Students to Inform Teaching and Learning: How does the teacher use knowledge
of his/her/their students to justify instructional planning?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

Candidate’s justification of
learning tasks is either
missing
OR
represents a
deficit view of students and
their backgrounds.
Teachers learning tasks
Pay limited attention to
students’
• prior academic learning
OR
• personal, cultural, or
community assets.
The teacher can justify
why learning tasks (or their
adaptations) are
appropriate using
examples of students’
• prior academic
learning
OR
• personal, cultural, or
community assets.
The connection to research
and/or theory are
superficial.
The teacher justifies why
learning tasks (or their
adaptations) are
appropriate using examples
of students’
• prior academic learning
AND
• personal, cultural, or
community assets as
connected to research
and/or theory. Reference
your content methods
text

Identifying and Supporting Academic Language Demands: How does the teacher support and
 develop the use of content-specific vocabulary and academic language?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

Academic language isn’t Teacher supports provide
addressed. opportunities primarily for
student to use limited
academic vocabulary in a
general way. \
Teacher supports provide
opportunities for students
to use academic
vocabulary and to
demonstrate its use at basic
language functions
appropriate to the task.
Teacher supports provide
explicit opportunities for
students to use academic
vocabulary and to
demonstrate its use at
higher language functions.

Planning Assessments to Monitor and Support Student Learning: How are the informal and formal
assessments selected or designed to monitor students’ progress toward the standards/objectives?

Level 1-Emerging Level 2-Basic Level 3-Competent Level 4-Proficient

The teacher doesn’t
monitor students’ progress
or the assessment is
misaligned to
objectives/outcomes stated
in the plan.
The teacher provides least
one assessment
to monitor students’
progress that is loosely
aligned to
objectives/outcomes stated
in the plan.
The teacher provides at
least one assessment
to monitor students’
progress that is clearly
aligned to
objectives/outcomes stated
in the plan.
The teacher provides
multiple opportunities
and forms of assessments
to monitor students’
progress that are strongly
and clearly aligned to
objectives/outcomes stated
in the plan.

Re-Imagined Lesson Plan with Annotations Noted as Comments

Date: February 28, TeacherName & CM: Ms. Weil and Ms. Huffman Class: Pre-Algebra
2022

Grade Level: 8th Unit Name/Topic: Writing Linear Equations Lesson Number: 1 Length: 45 minutes
grade

Stage 1: Desired Results

Note: Only list the desired results that are relevant for THIS lesson plan, not the entire unit.

Academic Content Standard(s): 8.AF.6- Construct a function to model a linear relationship between two quantities given a
verbal description, table of values, or graph. Recognize in y=mx+b that m is the slope (rate of change) and b is the
y-intercept of the graph, and describe the meaning of each in the context of a problem.

Academic Content Language (content vocabulary, discourse, syntax): linear, y-intercept, form, equation, line, points,
difference, coordinate, horizontal, vertical, undefined, graph

Enduring Understandings / Goals (Why): Essential Questions:

Students will understand that . . .
● Creating a linear equation can be done when two
points are given in the form (x,y)
● Creating a linear equation can be done when the
Students will keep considering . . .
● How can linear equations be represented?
● How can the slope and y-intercept be found when two points
in the form (x,y) are given?
● Why are lines ideal representations for linear equations?
 slope and y-intercept are listed
● Finding the slope and y-intercept can be done when
two points are given in the form (x,y)
● Observing points off of a graph can help in
determining the slope and y-intercept
Questions to elicit deeper thinking or build upon about the topic...
● Why are graphs used to show data that is collected?
● Why are graphs used to show lists of points?
● Which graphs show representations of linear equations?

Student (SMART) Objectives(s) with academic language function:

Outcome(s) students will be able to demonstrate . . .
Students will be able to demonstrate how to determine the linear equation given the slope and y-intercept, two points
(x,y), or a line on a graph by completing a worksheet.

Stage 2: Evidence of Learning (Assessments)

Performance Task(s) tied to: Other Evidence

Students will show their learning by . . .
Completing a worksheet showing that they can determine the linear
equation given the slope and y-intercept, two points (x,y), or the graph of a
line.
Formative:
Students should know the difference between the slope
and y-intercept (this would be observed when the linear
equations have been written)
Showing how a linear equation is constructing using the
slope and y-intercept, two points, or the graph of a line

Evaluative Criteria:
Students success would look like. . .
Completing the worksheet with 80% accuracy
Summative (if any beyond the performance task):
No summative assessment was given for this lesson

Stage 3: Learning Plan

General Methods for Instruction (reference your content methods text):

Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation

Cooperative Learning Lab Learning Stations Writing to Learn Inquiry Learning Independent Learning

Small Group Direct Instruction Workshop Role Play Game Other

Where will this lesson take place? General Education Classroom Resource Room Other:

Targeted Support(s) for Diverse Learners Technology Integration (purpose):

The note packet will be projected on the screen while the
 Specific Support Who will provide that Why? What’s the intention instruction is taking place so that all of the students
Needed (Special support? Where will that within the class can follow along and take notes as I am
Education Support support be provided?
filling them in. The purpose of this is to make sure
and/or
accommodations everyone is going at the same pace and writing all of the
and examples down. Ideally, none of the key concepts would
modifications)
be missed if the note packet is projected on the screen.
Since I am Ms. Huffman and I The intention is to
focusing on would provide the support the Least Timers were not used during this lesson, but I would like
the fifth support for the Restrictive to use timers the second time around because one of the
period class students who need Environment (LRE). notes Ms. Huffman left on my observation was to be
(the class accommodations or It is important for careful with wait time.
that does not modifications. All all of the students
have an instruction will to learn this lesson
instructional happen in the at the same pace.
aid), there general education
will be less classroom during
specific this lesson.
support for
the students.
Students will
be
encouraged
to ask
questions if
they do not
understand
something
mentioned
during the
lesson.

Intentional Co-Teaching or Grouping Strategies:

❏ 1 Teach 1 Observe (gather specific data)
❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups)
❏ Alternative Teaching (grouping specialized attention)
❏ Team Teaching (delivering lesson together)

Lesson Agenda with Discipline-Specific Learning Activities- reference your content methods text.

Time: Teacher Will Be (Planned Supports tied to Students Will Be (Learning Tasks connect Rationale: (Based on
objectives & build in checks for understanding) to prior knowledge & assets): Research/theory)

1:20-1:23 Handing out worksheets that will be Getting out there note packets and In the summary at
completed at different points throughout a pencil to take notes with the end of Chapter
the lesson 2 of Teaching
Today’s
 Mathematics, the
author recognizes
that “middle grade
students are in a
state of transition
socially, physically,
emotionally,
intellectually, and
academically”. I felt
like it would be
easier to hand the
worksheets out
rather than rely on
the students to read
the whiteboard and
pick one up.

1:23-1:30 Reviewing intercepts, slope, Answering the questions on the In Chapter 3, the
slope-intercept form, and graphing whiteboard with their elbow authors write “the
partners concept of students
building their
understanding is
centuries old”.
Students must build
their understanding
about intercepts
and slope before
they can
understand how to
write linear
equations using the
y-intercept and
slope.

1:30-1:35 Discussing how to write linear equations Taking notes as the teacher writes Lev Vygotsky used
in slope-intercept form when the slope examples on the board the Zone of
and the y-intercept is given Proximal
Development “to
refer to the distance
or gap between the
actual
mathematical
development of an
individual student
and the level of
potential
development
possible when
under adult
guidance or in
 collaboration with
more capable
peers”(35).

1:35-1:40 (this Reading directions on the worksheet and Working on the first four problems This relates to the
part would be a walking around as students complete the with their elbow partner second part of Lev
good time to put a first four problems Vygotsky’s
timer on the description of ZPD
screen) because some
students could be
considered “more
capable peers”. This
part of the lesson
also reflects
student-centered
learning because
they are “working
together to achieve
new learning” (35).

1:40-1:45 Discussing how to write linear equations Taking notes as the teacher writes Students need prior
from the graph of a line examples on the board knowledge of
graphs for this part
of the lesson to
make sense. The
authors of Teaching
Today’s
Mathematics write
that “If some part
of the prior
knowledge is
missing from the
students’
backgrounds, then
this might require
the teacher to build
in a review…”(42).
This is the
reasoning for the
review at the
beginning of the
lesson.

1:45-1:50 Reading directions for the next part of Working on the next four problems Using small groups
the worksheet and walking around as with their elbow partner is a good method
the students complete the next four when working
problems through examples.
The groups were
already made when
I entered the class
 because a student’s
elbow partner is the
student that sits
next to them.
Working with elbow
partners is
beneficial because
the students
collaborate in their
learning

1:50-1:55 Discussing how to write linear equations Taking notes as the teacher writes This can also relate
when given two points examples on the board back to ZPD.
Reminding students how to use the
difference in y-coordinates over the
difference in x-coordinates to find the
slope and how to plug in one of the
points to y=mx+b to solve for b once the
slope (m) is found

1:55-2:00 Reading directions for the last part of the Working on the last six problems Vygotsky also had a
worksheet and walking around as the with their elbow partner and theory about
student complete the last six problems completing any problems that scaffolding.
might have been skipped over Scaffolding helps
students achieve
independence.
Towards the end of
the lesson, students
should have a
better
understanding of
how to write linear
equations, so the
teacher should not
have to work as
many examples.

2:00-2:05 Asking the students to complete any Completing an exit slips that This is one way to
unfinished problems for homework and explains how they felt about the get students to
telling students to complete an exit slips different ways to write linear assess themselves.
that rates each method of writing linear equations Students should not
equations 1, 2, or 3 (1 meaning not a feel bad if they do
good understanding, 2 meaning needs not fully grasp the
some more practice, 3 meaning material in this
understands completely) lesson, and they
need to be honest
while filling out the
exit slip so the
teacher knows who
needs more
 practice. The
authors in the text
write “There is
strong evidence
from research that
indicates involving
students in
understanding the
objectives and
having them
evaluate their own
progress increases
their performance”
(82).

Data-Driven Reflection and Decisions

Based on the specific objective(s), Performance Task(s), and Evaluative Criteria set for today’s lesson, what was the result? How well did
the class do collectively on meeting the objective at the level you expected? Was there any patterns, collective misconceptions/gaps?
Who needs specific support/reteach? Now, justify your next step in planning. What will you do next? Why (research-based)? What do
you anticipate the result to be?
If you are writing this through a special educator lens, you must also connect your reflection to the students’ IEP goals, amount of
Special Education support, accommodations and modifications.

The first time this lesson was taught I went through the notes in the note packet and then had students complete the
worksheet. Many students were confused, so Ms. Huffman suggested that for the sixth period I go back and forth from the
note packet to the worksheet. This worked better because students had just seen examples similar to those on the
worksheet. Ms. Huffman also suggested that I was more clear with directions, and I think she meant that I needed to
explicitly say that the students should work with their elbow partners because otherwise they would have gotten up and
worked with someone who was not sitting right next to them. Ms. Huffman also told me to be careful with wait time
because during the fifth period class I was not consistent with the length of time I was giving students to complete the
problems.