Lesson Delivery Plan

Bronson Brown 6/6/2023

Pay attention to the R-words to activate the brain for learning!

1. Objective (Rigor) - SMART and should be visible on your board daily.

By the end of the lesson, students will be able to write the domain and range of a function in interval notation, inequalities,
and set notation with 90% accuracy.

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional level? 

 What will you do to open the lesson to motivate and engage the students’ interest in the
content?
 How will you help students make connections to prior knowledge? 
 How will you identify and present your essential questions, Central focus, and Learning
Students will draw a graph that fulfills certain constraints given from a domain and range set.
Targets (I CAN statements)?  
How will
Students you
will be identify
asked / teach
to draw graphs/andassess language
derive demands?
function from graphs which they have already mastered.
 How will you introduce language supports?
I will ask students to compare and contrast different types of graphs by asking where the graph starts and ends and ask what
information we can derive from these observations.
 Is your opening congruent to the objective?
To teach language demands, I will show and explain to students the meaning of domain and range in both written and
graphical form. The same strategy can be used to explain all three notations of domain and range.

Language supports will be visual and displayed for all students to see. Graphical as well as notation sets will be displayed.

My opening leads to the objective by giving students constraints and finding how they apply graphically. By the end of the
lesson, students will be able to take the graphic model and convert it to domain and range notations.
 Lesson Delivery Plan

3. Teacher Input (Relevance) – What information is needed for the students to gain the
knowledge/skill in the objective?  (Be sure you have done a task analysis to break the
information/skill into small manageable steps).  How will you use strategies, technology,
learning styles?  What vocabulary and skills do the students need to master the material?  Are
theStudents
strategies
willyou
needplan to use
to have congruent
a firm to the
understanding objective?
of the different notations domain and range can be written. These are all
components of the vocabulary students will need to master in the lesson. Apps such as Desmos can be used to model
different functions graphically for all students so they can see how domain and range are affected by transformations to a
graph.

 Model (Routing) – Outline your I DO activities.  Be sure to model strategies and academic
language supports needed.
I will demonstrate how to find the limits of a function, as well as how the limits apply to writing the domain and range. I will
accomplish this by first teaching vocabulary and then showing examples on a smart board for the class to see.

 Guided Practice – Students demonstrate a grasp of new learning under the teacher’s
direct supervision.  The teacher moves around the room to provide individual remediation as
needed.  “Praise, prompt, and leave” is an excellent strategy to use.  Outline your WE
DO activities. Be sure to incorporate strategies and academic language supports that are needed.  
We will work examples in small groups then go over the correct responses as a class to ensure students who were incorrect
have an opportunity to see how to correctly work these problems. Students will be asked to use a variety of notations so
that I can ensure they understand the differences between all three.

 Independent Practice (Retaining/Rehearsing) – Students demonstrate an independent

application of new skill.  Outline your YOU DO activities. Students demonstrate an independent
application of new skill. Be sure to praise and assess strategies and academic language supports
that are being used. 
Students will be given a task to apply this knowledge where they can work in groups or independently so that I can review
their work and see who has a grasp on the concept and who may need additional help.
 Lesson Delivery Plan

 Understanding
Check for willUnderstanding
be checked through homework assignments
(Recognizing) and doesn't
– Practice an exit ticket.
makeIf reteaching
perfect; itismakes
necessary, I will explain all
the vocabulary components again, and have the students observe and practice on more
permanent.  So, make sure the students understand how to proceed before moving to the practice simple functions. For example, I
would
phase startlesson. 
of the with the You
basic may
linear need
function and work
to stop andup to polynomial
reteach, functions.
so students practice correctly.  How do
youUnderstanding
plan to assess understanding?  What HOTQs will you ask? List at least
will be assessed by an exit ticket. The students will receive it when 3 class and be able to answer the
they enter
questions before they leave. As they exit, they will hand them in for assessment. To induce higher order thinking, I will ask
“What can the domain and range tell us about a function or graph?”

 How will you check for understanding or reteach?

4. Assessment  – How will we know that the students have individually mastered

the objective?   What evidence will be collected?  What will be an acceptable score? What
evidence will be collected to demonstrate mastery of language demands?
Students will take a paper and pencil quiz/test where they will answer various short answer questions about domain, range,
and graphs. Mastery of language demands will be found by asking students to use all three notations they have learned. An
acceptable score should be in the range of 80-100%.

5. Resources - What materials will you need for a successful lesson?

Paper, pencil, white board supplies, computer, phone, or iPad for Desmos. A projector for the board, a smart board, or an
interactive tv.

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned? 
Students will end the lesson by answering the questions on their exit ticket as well as giving their thoughts on my higher order
thinking question.

NOTES: