Lesson Plan Template
Revised 9/2014
Lesson Plan Template Plan for the Concept, Topic or Skill – Not for the Day
Teacher’s Name: Natalie Rangel Date: 4/20/15-‐4/24/15 Topic/Unit: Graphing/Money
Subject: Math
PART ONE: FOCUS OF LEARNING Key Learning: Students will be able to… Use data to create and interpret a bar graph. Retell facts after reading and learning about sites that contain natural resources. E -‐ Lesson Essential Question(s): What question will direct and focus the learning in the individual lesson? How can we use data to create and interpret a bar graph? How can we use resources to look back and retell important details? PA Core Standards: M04.D-‐M.2.1.3: Translate information from one type of display to another (table, chart, bar graph, or pictograph). E04.B-‐K.1.1.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
PA Academic Standards (if applicable):
M4.E.1.1.1: Describe, interpret and/or answer questions based on data shown in tables, charts, bar graphs or pictographs. M4.E.1.2.1: Graph data or complete a graph given the data (bar graph or pictograph – grid is provided). R4.A.2.5.1: Summarize the major points, processes and/or events of a nonfictional text as a whole M4.A.1.2.2: Compare and/or order whole numbers through 6 digits and amounts of money to $100 (limit sets for ordering, to no more than 4 numbers). .
PART TWO: PERFORMANCE TASK/ASSESSMENT Performance Task or Other Evidence (What will students do or produce to show you they have accomplished the purpose of the lesson? How will you assess their work?): None. PART THREE: LESSON DEVELOPMENT A -‐ Activation (How will you hook students at the beginning of the lesson and activate and/or build the necessary prior knowledge?): Day 1: Tell students we will learn about places to find natural resources in the United States, then do a graphing activity together. Day 2: Students will reread the pages to review what people can do at each location. Day 3: Students will review coin identification. After holding up a coin manipulative, students
Revised 9/2014
will each write its name on a whiteboard and denote the amount it is worth. Correct students if they are unsure of the answer. Verbal guidance may be needed. Day 4: Students will practice converting cents amounts of coins to dollar amounts. Give students amounts to practice with and each student will use a whiteboard to write the amount. Day 5: Students will practice converting cents amounts of coins to dollar amounts. Give students amounts to practice with and each student will use a whiteboard to write the amount. Key Vocabulary (What content-‐specific vocabulary will students need to know to make meaning of the learning in the lesson?): Penny, Nickel, Dime, Quarter T – Teaching Strategies/Instructional Flow (Active Participation, Collaborative Pairs, Graphic Organizers, Writing)
(How will you provide instruction and/or specific learning experiences which lead the students to understanding the information necessary to respond to each formative assessment prompt (FAP)? What will be the sequence of these learning experiences? And how do you increase the rigor?):
Formative Assessment Prompts (How will you check for understanding? This should match with your key learnings. What are the students going to do to show that they understand the key learnings?): * Lessons for: Kolin, John, Kevin, Grace, Cameron DAY 1: 1. Students will view a PowerPoint, discussing the location and history of each park and mine noted in ULS April Lesson 17. Students will learn about the history and what to do when visiting each location through real-‐life images and videos, including maps. 2. For each location, a map will be included on the PowerPoint highlighting the state of the park or mine, and a compass showing north, south, east, and west. We will then locate Pennsylvania and decide if the state we are looking at is north, south, east, or west of us. Non-‐verbal students will point to the direction on the compass, with verbal or physical guidance if necessary. 3. Students will then read each page, learning about what they can do in each location. Non-‐verbal students will have the page and PowerPoint read to them. DAY 2: 1. Students will use laminated pages 1-‐3 of ULS April Lesson 17 to count the resources in each picture, using a whiteboard marker to circle the resources they find and count, marking the numbers on laminated cards on page 6 of ULS April Lesson 17. 2. Students will fill in the graph based on the numbers counted from the pictures in the packets on page 4 of ULS April Lesson 17. 3. Students will answer questions based on the graph in the packets on page 5 of ULS April Lesson 17.
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DAY 3: 1. Students will count by 1s together, until 20, in unison. Students will watch School House Rock video (https://www.youtube.com/watch?v=C1RZyIBgmjU) to count by 5s. Remind students that since a nickel is worth 5 cents, we can count by 5s for nickels. Have students count by 10s together, until 100, in unison. Remind students that 10 dimes would equal 1 dollar, since dimes are worth 10 cents. Help students to count by 25s by writing the numbers by 25s to 100 on a whiteboard, and having students say the numbers aloud. Non-‐verbal students will touch the numbers on a whiteboard as they are said aloud. 2. Students will use page 1 of the ULS April Lesson 18 to find the coins needed to make the amount of cents using pennies, nickels, dimes, or quarters. Students will be given the amounts verbally and will use the manipulative coins to show the amounts. DAY 4: 1. Students will use page 2 of ULS April Lesson 18 to compare cents amounts. On a whiteboard, write the two amounts shown on page 2 of ULS April Lesson 18. Students will write the amounts on their whiteboard along with the greater than or less than symbol, based on what is appropriate. Students will then read aloud the number sentence, reading the symbols from left to right. Non-‐verbal students will use page 2 to check off which is the higher coin value, and teacher will tell which number is greater. 2. Students will be told which coin manipulatives to take out of the box (example: take a quarter and a nickel – how many cents are there altogether?). Students will then add the values on whiteboards, telling what the total value of the unlike coins are in cents. Students will then convert the cents amounts to dollar amounts. DAY 5: 1. Students will use page 4 of ULS April Lesson 18 to compare cents amounts. On a whiteboard, write the two amounts shown on page 4 of ULS April Lesson 18. Students will write the amounts on their whiteboard along with the greater than or less than symbol, based on what is appropriate. Students will then read aloud the number sentence, reading the symbols from left to right. Non-‐verbal students will use page 2 to check off which is the higher coin value, and teacher will tell which number is greater. 2. Students will each practice finding dollars and coins to represent dollar amounts using pages 5 and 6 of ULS April Lesson 18. Students will each be given an amount on a whiteboard and given directions to find the dollar amounts first, then the coin amounts. Students will then describe the amount of dollars and coins chosen, describe if the amount is correct, and describe other ways to make the same amount. FAP #1: Graphing – Counting and Graphing Correct Data FAP #2: Use Like Coins to find coin amounts
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FAP #3: Use Unlike Coins to find coin amounts S – Summarizing Strategies (Learners summarize and answer LEQ-‐ may be the same as performance task): Day 1: Students will each discuss one thing they learned from each place, using the PowerPoint to refer to. Day 2: Students will practice using different, teacher-‐chosen, numbers to graph correct data and interpret based on questions. Day 3: Students will use page 1 of ULS April Lesson 18 to convert the cents amounts to dollar amounts. Each student will write the amount on their whiteboard, discussing the correct way to write the amount after all students have attempted. Day 4: Students will practice taking coin manipulatives and adding them to find their total value. Students will practice writing the value in cents and converting the value to dollars. Day 5: Students will practice finding the dollar/coin manipulatives to represent certain dollar amounts, going no higher than $5.00. Students may practice using amounts a teacher creates to write on a whiteboard. Discuss amounts chosen and other ways to represent the same amount of money. Resources: Whiteboards, whiteboard markers, Natural Resources PowerPoint, ULS April Lesson 17, ULS April Lesson 18, coin and dollar manipulatives PART FOUR: QUADRANT REFLECTION ( Rate this lesson by placing a check in the appropriate quadrant.) *see SAP Learning Environments guide* Overall Rating of Rigor, Relevance, and Learner Engagement for Lesson
Quadrant A
Teacher centered, student recall and comprehension, memorization, no application of learning
Quadrant B
Exemplary application, students working independently or in groups, interdisciplinary and real world
Quadrant C
Exemplary level thinking and reflection, summarizing, analyzing, student original work, school-‐based problems
Quadrant D
Challenging real-‐world problems, student design, creativity, original solutions, real-‐world products
Please check the overall quadrant rating
PART ONE: PLANNING AND PREPARING FOR THE LESSON Backward Design -‐ “Starting with the End in Mind”
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1. Assessment – What type of assessment will you use to check for understanding? 2. Standards – What standards does your lesson align to? 3. Key Learning – What are your Essential Questions, Lesson Objectives, “I Can” statements 4. Vocabulary – How will you introduce key vocabulary? 5. Learning Environment – Will students work independently, in pairs, in cooperative groups, etc.? PART TWO: ASSESSMENT Select the type of assessment associated with the lesson. For most daily lessons, you’ll likely choose Formative Assessment to add an informal check for understanding. PART THREE: LESSON DEVELOPMENT (TEACH) Describing the lesson delivery 1. Activation -‐ Plan a short activity for students to complete on their own as you begin the lesson that sets the lesson purpose, reviews key concepts, focuses attention, and engages learners: • Admit Slips • ABC Brainstorming • Anticipation Guide • Brain Teaser • Bell Ringers • Fishbowl • Knowledge Rating Scale • Frayer Model • Jumbled Summary This activity activates prior knowledge and helps set students up for what they will learn in the lesson. 2. Teaching Strategies/Instructional Flow -‐ How will you deliver your lesson? • Gradual Release I DO:
WE DO:
YOU DO: • Formative Assessment Prompts (FAPs) – used to check for understanding of the key learnings in the lesson. Teacher poses a question, all students have the opportunity to think about and respond to the question ü Think-‐Pair-‐Share ü Think-‐Write-‐Pair-‐Share
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Think-‐Draw-‐Pair-‐Share Quick Shows (Thumbs Up/Thumbs Down, Sit Down/Stand Up) Whip Around A,B,C,D Stand Up, Pair Up Show Me the Number White Board SMART Response System • Instructional Strategies ü Numbered Heads ü Carousel Brainstorming ü Four Corners ü Talking Chips ü Jigsaw ü ü ü ü ü ü ü ü
PART FOUR: QUADRANT REFLECTION
( Rate this lesson by placing a check in the quadrant that it falls into) Overall Rating of Rigor, Relevance, and Learner Engagement for Lesson *Refer to SAP Learning Environments Guide*
Quadrant A: Teacher centered, student recall and comprehension, memorization, no application of learning Quadrant B: Exemplary application, students working independently or in groups, interdisciplinary and real world Quadrant C: Exemplary level thinking and reflection, summarizing, analyzing, student original work, school-‐based problems Quadrant D: Challenging real-‐world problems, student design, creativity, original solutions, real-‐world products
