LEARNER SENSITIVE MODEL: COLLABORATION, TECHNOLOGY, DIVERSITY, REFLECTION, EMPOWERED
ELED 1010 Fall 2007 JDIETRIC 8181
THINKING FROM “BEHIND THE DESK”: YOU ARE EMPOWERED!
LESSON PLAN FORMAT FOR TEACHING IN THE CLASSROOM
TYPED plans need to be submitted to classroom teacher for approval prior to teaching. If plans are not approved by to the day teaching, you will be asked to perform on another day. Copy of plan with full page evaluation form needs to be on teacher’s desk on day of teaching. Keep formatting neat. Teacher Evaluation is one page.
Teacher candidate: Nate Menard
Section: 001 002 Date: 11/12/07
School: Lincoln Park Elementary Cooperating Teacher: Mr. Gunderson
Grade Level: 5 E-mailed and Edited by Instructor
Date of Lesson: 11/12/07
Partner/videographer:
I: CURRICULUM/ CONTENT
Subject Area: MATH: Learning about four digit and three digit subtraction.
GOAL: To master the concept of large number subtraction.
GENERAL/INSTRUCTIONAL OBJECTIVE(S):
- Know how to properly find solutions to large number subtraction problems
- Students will be able to demonstrate “regrouping” as it applies to place value in subtraction.
- Students will be able to produce correct equations out of word problems and find the solution.
KNOWLEDGE: / Recognize when it is appropriate to use “regrouping” in subtraction.COMPREHENSION: / Illustrate the process of large number subtraction.
APPLICATION: / Solve the problems given to each group successfully.
ANALYSIS: / Analyze word problems and distinguish between relevant and irrelevant information given.
SYNTHESIS: / Create their own word problem involving large numbers.
EVALUATION: / Evaluate word problems and determine which form of mathematics needed.
MI / Page number / Name/ brief description of strategy
Verbal-Linguistic / 167 / Number and Numeration. Students will
Math-Logic / 170 / Yes or No- Students will work through four digit minus three digit subtraction problems.
Spatial / 193 / Marine Math- Students will draw pictures of the word problem, then use their pictures they drew to solve the subtraction problem.
Musical Intelligence / 203 / Musical Time- Students will compose a song in 4/4 time. The song must use subtraction with the number of notes used in each frame.
Bodily-Kinesthetic / 180 / Counters- Students will use physical objects to practice their subtraction skills
Interpersonal / 217 / Accessing interpersonal intelligences through logical/mathematical intelligence= Students will work in pairs on the white boards handed out to solve problems presented to them.
Intrapersonal / No # / Students will use their own knowledge of subtraction to solve the “challenge response problem” individually.
Naturalistic / 228 / Rain Forest Facts- Students will solve subtraction problems to fill in the blank on random rainforest facts.
List name of teaching method(s) or strategy(s)
- Cooperative learning using the white board.
- Naming procedures for four minus three digit subtraction.
MI(s) I will use during this lesson:
MI Name / Activity Name or very brief description- Verb/Linguistic
- Math/logical / - Students will be called on throughout the lesson to explain math process.
- Students will be enriching their knowledge of four and three digit subtraction.
- Interpersonal
- Intrapersonal / - Students will be working in pairs on the white board to find solution to subtraction problems written on the board.
- Students will be working individually on “Morning Math” and “Challenge Problem”
II: SET-UP FOR LESSON
DATE OF LESSON: November 12th, 2007
TIME OF DAY: 8:30 – 10:30
AMOUNT OF TIME REQUIRED FOR MY LESSON: 30 minutes
TOTAL GROUP NUMBER: 20
SMALL GROUP NUMBER (IF APPLICIABLE): Students will work in pairs
MATERIALS FOR LESSON
TEACHER MATERIALS / STUDENT MATERIALS- White board
- Dry erase markers
- Response paper with challenge problem
- Candy for challenge problem / - Individual white boards
- Dry erase markers
- Paper
- Pencil
PHYSICAL ARRANGEMENT
Situation1- Students will be sitting in their pre-assigned seats.
- Students will be required to bring their chairs to the front of the room and arrange them in a circle for the morning meeting. / Situation2
- Students’ desks will be arranged so that every student is facing the board.
III: BEHAVIORAL/STUDENT OBJECTIVE(S
- Students will be able to demonstrate the idea of “regrouping” or “borrowing” with 100% accuracy.
- After participating in the white board group activity, the students will be able to solve four digit minus three digit subtraction problems with 100% accuracy.
- Students will be able to convert and solve subtraction word problems into numerical problems.
IV: ASSESSMENT:
A. CRITERIA:
1. Morning math
a. Students will be evaluated on their effort in completing the problems assigned.
b. Student will also be evaluated on their participation in correcting the problems.
2. White Board pairs
a. Students will be evaluated on their interpersonal abilities.
b. Students will be evaluated on the answers to the problems on their white boards.
c. Students will be evaluated on their ability to explain the steps they used to get the correct answer.
3. Challenge Problem
a. Students will be evaluated on their correct response to the challenge question.
B. ON-GOING EVALUATION:
1. Students will be evaluated on their concentration skills on completing morning math.
2. Students will be evaluated on their team work and staying on task.
3. Students will be evaluated on their cooperation with my lesson.
IV: PROCEDURE FOR THE LESSON (STEP-BY-STEP PLAN)
1. Before the students arrive in the morning, set out the morning math.
a. This worksheet will have four problems on it pertaining to the math they are learning at the time.
b. Students will be instructed to stay on task with their morning math so that they complete it before the morning meeting.
2. After announcements, students will be instructed to bring their chairs to the front of the room for the morning meeting.
a. What’s happening in the morning meeting? See morning meeting section below.
3. Students will be instructed to get their morning math out.
4. The teacher will write the first problem on the white board.
a. The teacher will ask for someone to give their answer.
b. If correct, the student will call on another student to explain how they got the correct answer.
c. Continue with this process until teacher has gone through the entire morning math.
5. Pass out white boards to students.
a. Each pair of students will get one white board.
6. Teacher will write a subtraction problem on the board and instruct the students to work together to solve the problem on their white boards and hold it up once they have the right answer.
a. Teacher will wait until all white boards are in the air, then call on a pair of students to explain the process they used to get the correct answer.
b. The teacher will follow along with the student and solve the problem written on the board using the student’s instruction as guidance.
c. This process will be completed with four different four digit minus three digit subtraction problems.
7. Assign two students to gather the white boards and markers and place them on the back table. One student will be responsible for the white boards, the other for the markers.
a. If there is some missing, use this as an opportunity to do a subtraction on the board using concrete materials.
8. Once all materials have been collected and placed on the back table, the teacher will pass out the challenge question.
a. The teacher will explain that the challenge question is worth a surprise if they get it right as he is passing out the response sheets.
b. The students will be instructed that this is a word problem, and that you can use subtraction to solve word problems. The students will know all of this because they have prior experience with word problems.
9. The students will be instructed to bring their completed challenge response sheet to the teacher at the back table to be evaluated.
10. If the subtraction problem is completed correctly, the students will receive the surprise, which will be a tootsie pop.
11. This is the conclusion of the lesson on four digit minus three digit subtraction.
My Behavior Plan for This Lesson
- I will use the behavior plan that Mr. Gunderson has implemented in his classroom.
o I will use the check system for students who are being disruptive.
o Students as a whole will get marbles in their jar for cooperating with the lesson.
o Students who are being obnoxious will be sent to the time out desk.
o Thank you cards will be given out for correct answers.
- The classroom will follow the C.A.R.E.S. system.
My Behavior Management Procedures (Wong) for This Lesson
- Children will be expected to participate in and complete all activities during this lesson.
MORNING MEETING
1. Spanish Greeting
a. Starting with the teacher, each child will greet the child to their right in Spanish by saying, “Buenos Dias, _(student’s name)_”.
b. The child receiving the greeting will respond by repeating the greeting back to that child, and then turning to their right and continuing the greeting process in Spanish.
c. Students will continue this greeting until the greeting gets back to the teacher.
2. Sharing Time
a. Instruct students to raise their hands if they have anything to share about something fun they did this weekend.
i. If this sharing is inappropriate, there will be no questions asked and that students sharing will be stopped.
ii. If the subject being shared is appropriate, students will be prompted to ask questions about that student’s weekend experience.
iii. We will go around the circle in order until everyone who wants to share something has shared.
3. What Did I Do?
a. One child stands in the middle of the circle. The rest of the children look closely at the child. That child then leaves the classroom and changes something about their appearance and re-enters the circle. The other students try to guess what the student changed about their appearance.
4. News and Announcements
a. The news and announcements for the day will be written on the white board when the students come in to the classroom in the morning.
COOPERATING TEACHER COMMENT AND EVALUATION FORM
ELED 1010 INTRODUCTION TO ELEMENTARY EDUCATION SPRING 2007
Teacher Candidate Name: Section: 001 or 002
Teacher Comments on Lesson:
Plan was prepared on time: (H) 4-3-2-1-0
Showed complete plan to teacher before teaching: 4-3-2-1-0
Given a copy of the lesson plan before teaching: 4-3-2-1-0
Collaborated with teacher: 4-3-2-1-0
Overall Lesson Rating: (H) 4 - 3- 2 – 1 - 0
Strengths Needs to Practice
Teacher Signature: Date:
Student Signature: Date:
All materials uploaded to portfolio
Teacher Candidate Reflection
Review Tape, make clip
Lesson adaptations
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