Lesson Delivery Plan

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

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

I will be able to solve addition and subtraction word problems of sums to 10 and differences of 10

2. Opening (Retrieval) – How will you "hook" your students into the lesson--at both the
thinking and emotional levelWhat 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
Targets (I CAN statements)?  
 How will you identify / teach / assess language demands?
 How will you introduce language supports?

I will show
Is your a Jack congruent
opening Hartmann to
video (about subtraction and addition) that gets students up and moving and
the objective?
engaged into the world of addition and subtraction. After the video is shown I will use students in my
word problems for example, Johnny was playing in the home center and 3 more students joined him in the
home center. How many students are in the home center now? I would then emphasize the vocabulary
words add more, took away, how many, etc. and make sure students knew add more/take away means.
Using students and/or objects to model these word problems will help activate their prior knowledge by
me using things they are familiar with. I will be reading these problems aloud while I say take away or add
I will write the numerical equations on the board while making sure my students know what equation
symbol to put in the numerical equation. I think my opening is congruent to the objective.
 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
theThe
strategies youthat
information plan to use congruent
is needed to the
for the students objective?
to gain the knowledge is being able to identify whether or not the equation is
subtraction or addition based upon the word problem. I will use different learning styles by modeling these on the board and
allowing students to use manipulatives to solve these problems as I read them aloud. Students need to master the
vocabulary of adding, add more, take away, how many do they have now etc. I will break the word problems in to smaller
portions so they are understanding what operation to use.

 Model (Routing) – Outline your I DO activities.  Be sure to model strategies and academic
language supports needed.
I do: I will model 2 addition and 2 subtraction word problems on the board using manipulatives. If Kate had 2 cookies and
Johnny gave her 2 more how many cookies does she have now? If Larry had 6 stickers and he gave away 3 stickers to his
friend how many stickers does he have now?

 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 do 2 addition and 2 subtraction problems as a class. I will have students hold up an addition or subtraction sign with
their fingers to indicate whether or not the problem is addition or subtraction. Students will use their fingers to count on as I
read the problem. Students will hold up their answers with their fingers when I am done with the problem.

 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. 
You do: Students will break off into partners. They will have white boards and dry erase markers and I will place their groups
around the room. I will read problems aloud and students will have to write the equation on to the board. They will hold up
their boards when they have the equation. I will be walking around the room ensuring students are understanding and doing
what they’re supposed to be doing. I will be walking by praising them and asking questions if they are not getting the right
answers.

I will check for understanding throughout the lesson. I will ask the question thumbs up if you’re good thumbs down if you
 don’tCheck for Understanding
understand. (Recognizing)
Questions I would ask for HOTQ would– be
Practice
what dodoesn't make
you think perfect;
take away it makes
means? What do you think gave
permanent.  So, make sure the students understand how to proceed before moving
more to means, addition or subtraction? Why do you think take away means subtraction? to the practice
phase of the lesson.  You may need to stop and reteach, so students practice correctly.  How do
you plan to assess understanding?  What HOTQs will you ask? List at least 3
 Lesson Delivery Plan

To check for understanding I will be asking throughout the lesson if they understand. For example, thumbs up if your good
thumbs down if you’re not. I will also be pulling students to my back table to ensure they are fully understanding and
reteach there if I need to.

 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?
I will be pulling small groups of 2 to 3 to my back table to make sure they have mastered the objective. I will say a word
problem aloud and the student will be able to write the equation and solve for the correct answer. I will ask 6 questions and
students will have to get 5 out of 6 correct to master the objective. I will be allowing manipulatives to use as well.

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

Jack Hartman video, math manipulatives, graphic organizer, white boards, dry erase markers, math word problems.

6. Closure (Re-exposure) – How will you have the students end the lesson/reflect upon what
was learned? 
Students will get with a partner and do a pair and share activity. They will explain why they got the answer they did to their
partner after I read the word problem aloud.

NOTES: