Professional Documents
Culture Documents
Lesson Idea/Topic and In this lesson, students solve comparison problems in which the smaller
Ra onal/Relevance: amount is unknown. They use addi on and subtrac on equa ons and bar
diagrams in order to solve these problems. The lesson links back to Lessons
1-5 and 1-6 where students solved comparison problems in which the
di erence is unknown. It also links back to Lesson 3-9 where students solved
di erent types of comparison problems in which the larger amount is
unknown.
Student Pro le: Most students on target for grade level, 2 students who have a para who
works with them. Overall, rela vely similar demographics and ages.
Stage One:
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
1.OA.A.1 - use addi on and subtrac on within 20 to solve word problems involving situa ons of adding to, taking from, pu ng together, taking apart, and
comparing, with unknowns in all posi ons, e.g., by using objects, drawings, and equa ons with a symbol for the unknown number to represent the problem.
Language Goal:
Objects, drawings, diagrams, and equa ons can help to solve di erent types of word problems
Inquiry Ques ons: (Essen al ques ons rela ng knowledge at end of the unit of instruc on, select applicable ques ons from standard)
How can students use objects, drawings, diagrams, and equa ons to solve addi on and subtrac on word problems up to 20?
Stage Two:
Every student will be able to: use addi on and subtrac on within 20 to solve word problems
I can: solve word problems using objects, drawings, diagrams, and equa ons
This means: applying prior knowledge of addi on and subtrac on to solve word problems up to 20
List of Assessments: (Write the number of the learning targets associated with each assessment)
Stage Three:
Planned Lesson Ac vi es
Teaching Strategy See TQS 2 and/or Verbs, Performance Tasks Data collected during lesson.
relevant program
content.
Closure The strategy I intend to use is: independent prac ce
I am using this strategy here because: it will help to close out the lesson and allow me to gain informal assessment data to
improve future lessons
Post Lesson Re ec on
1. To what extent were lesson objec ves achieved? (U lize assessment data to jus fy your level of achievement)
I believe that the lesson objec ves were achieved as many students quickly and easily completed the EnVision informal assessment
sec on. The students were engaged for the en rety of the lesson and I even had a few students read the word problems aloud for
the class. I felt much more con dent with this lesson and I received really great feedback from Ms. Dachel and my cohort members.
2. What changes, omissions, or addi ons to the lesson would you make if you were to teach again?
I would be more careful when explaining the use of the words “fewer or subtrac on” and “more or addi on” because some mes the
word problems are meant the “trick” the students. I would also try to move quicker through the word problems and not focus so
much on the students who are not understanding (especially when most of the class is understanding).
3. What do you envision for the next lesson? (Con nued prac ce, reteach content, etc.)
I would con nue on with the next lesson, I don’t think they need con nued prac ce or reteaching content because the content was
well received.
4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if you were to teach it again? Were
there addi onal co-teaching strategies used during the lesson not planned for ini ally? Please explain.
I did not use co-teaching in either lesson because we felt that the lesson would’ve been too jumbled and confusing with two
teachers.
Lesson Idea/Topic and Ra onal/Relevance: What are you going to teach and why is this lesson of importance to your students? How is it
relevant to students of this age and background?
Student Pro le: Write a narra ve about your learners. What are their special needs? Excep onali es? Gi edness? Alterna ve ways of learning?
Maturity? Engagement? Mo va on?
Name and Purpose of Lesson: Should be a crea ve tle for you and the students to associate with the ac vity. Think of the purpose as the mini-
ra onale for what you are trying to accomplish through this lesson.
Students Learning English – What teaching component (prepara on, building background, comprehensible input, sca olding/ques oning,
student grouping/wait me, prac ce applica on, lesson delivery, and review/assessment) and language domain (listening, speaking, reading,
wri ng) will you use to support and/or enhance content for students learning English? Provide a ra onale.
Co-Teaching: Models – One teach/One observe, One teach/One assist, Sta on teaching, Parallel teaching, Alterna ve/Di eren ated/
Supplemental teaching, Team teaching.
Approx. Time and Materials: How long do you expect the ac vity to last and what materials will you need?
An cipatory Set: The “hook” to grab students’ a en on. These are ac ons and statements by the teacher to relate the experiences of the
students to the objec ves of the lesson, to put students into a recep ve frame of mind.
• To focus student a en on on the lesson.
• To create an organizing framework for the ideas, principles, or informa on that is to follow (advanced organizers)
An an cipatory set is used any me a di erent ac vity or new concept is to be introduced.
Procedures: Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your
classroom. Indicate the length of each segment of the lesson. List actual minutes.
Indicate whether each is:
• teacher input
• modeling
• ques oning strategies
• guided/unguided:
o whole-class prac ce
Colorado State University College of Health and Human Sciences Page 7
ti
ti
ti
ti
ti
fi
ti
tt
ti
ti
ti
ti
ti
ti
ti
ti
ti
ff
ti
ti
tt
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ft
ti
ti
ff
ff
ti
ti
ti
CEP Lesson Plan Form
o group prac ce
o individual prac ce
• check for understanding
• other
DEISJ: add de ni on
Closure: Those ac ons or statements by a teacher that are designed to bring a lesson presenta on to an appropriate conclusion. Used to help
students bring things together in their own minds, to make sense out of what has just been taught. “Any Ques ons? No. OK, let’s move on” is not
closure. Closure is used:
• To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.
• To help organize student learning
• To help form a coherent picture and to consolidate.
Di eren a on: To modify: If the ac vity is too advanced for a child, how will you modify it so that they can be successful? To extend: If the
ac vity is too easy for a child, how will you extend it to develop their emerging skills? What observa onal assessment data did you collect to
support di eren ated instruc on?
Assessment (data analysis): How will you know if students met the learning targets? Write a descrip on of what you were looking for in each
assessment. How do you an cipate assessment data will inform your instruc on?