ETF Lesson Plan Template

Date: / Friday 9-19-14
Unit Name: / Introduction to algebra and problem solving (unique learning unit 1, lesson 19)
Lesson Focus: / Calculator basics and algebraic symbols practice.
TEKS Standards: / Alg1.1C, Alg1.1D*significant modifications for IEPs (math 5.2B, math 5.3k)
Objectives: (Bloom’s verb…) What do I want students to be able to DO when the class is over?Format
SWBAT: Demonstrateunderstanding of how to use a calculator to solve basic word problems.
SWBAT: Show understanding of algebraic symbols.
Key Points: What, How, Why? / What: Practice using calculators to solve math problems, differentiated by their IEPs. (Addition/subtraction, multiplication/division and basic quantitative concepts).
Why: To learn to solve algebra problems with real world applications and IEP mastery.
Materials: / Unique leveled templates (attached) and calculators, scratch paper, math counting cubes (for differentiation).
Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALLlanguage
  • Algebra
  • More/less
  • Add/Subtract
  • Multiply/Divide
  • Carryover/borrowing

Assessment Plan: How will I ENSURE alignment to assess that the students mastered the objective? What will I do if they haven’t?Writing/expression
Students will complete their unique learning math word problem worksheets.
Lesson Cycle:
Do Now: Spiral review? Formative assessment? / 10 min
Teacher Actions:
  • Written assessment with all math symbols, asking to identify the function (to get a baseline of prior knowledge)
  • “You will have 10 minutes to write your answers, raise your hand if you need help. We will popcorn out answers when time is up.”
  • “If you finish early, pencils down so I know we are ready to move on.”
/ Student Actions:
  • Ss will match their symbols to the correct mathematical function.
  • Ss will take 10 minutes to write an acceptable response.
  • Ss will share out loud their responses.
  • If finished early, Ss will put their pencils down and silently wait for instruction.

Introduce New Learning (I Do): Engage and Connect-the real world, schema, goals, assessment, etc.? CFU: How will I check for student understanding of the new learning? / 20 min
Teacher Actions
  • T will describe display the first unique graphic organizer on quantitative concepts
  • T will show a calculator and have students point out the functions on the calculator buttons.
*significant alteration to the rest of the work due to students current IEPs, as they are not having prerequisite skill level for multiplication or division. / Student Actions
  • Ss will participate by watching the power point and answering CFUs by receptively pointing to the correct buttons on the calculator.

Guided Practice (We Do): How will I walk students step by step through what I want them to do? How will I balance teacher-led and student-led? (Gradual release: Model, Teach Back, partner/group practice) CFU: How will I know During the lesson that students are on track to master the objective?What are the anticipatedmisconceptions/misunderstandings and how will I address them? How will I emphasize key points? / 30 min
Teacher Actions
  • T will display the unique leveled addition/subtraction worksheets and work through them as a class.
/ Student Actions
  • Ss will imitate or compute the same responses with their calculators
  • Ss will record their numeric responses in the blanks provided on the unique worksheets.

Independent Practice (You Do): How will I monitor student progress? How will I ensure there’s adequate time for practice? Behaviorally, what does this time look like and sound like? CFU: How will I circulate to among students to ensure everyone is on track towards mastery? How will I gauge mastery? / 30-40 min
Teacher Actions
  • “I am passing out a worksheet for you to try some problems on your own. If you need assistance with your calculator raise your hand and I will assist you.”
  • “Once you are finished turn them into the top tray and get a library book or puzzle to work on silently until time is up.”
/ Student Actions
  • Ss will work independently or with the help of an aid and teacher 1:1 conferencing to fill in their math problems.
  • Students may complete this exercise by using calculators or alternatively manipulatives or scratch paper.
  • Ss may raise their hand if they require assistance.
  • Ss will turn in work to the top tray once work is completed.
  • Ss will choose a specified activity to work on if finished early.

Closing: How will I have students summarize what they’ve learned? How will I reinforce the objective’s importance and its link to past and future learning? / 10 min
Teacher Actions
  • EXIT TICKET:Completed math worksheets will serve as the exit ticket for this activity.
/ Student Actions
  • Students will turn in their completed math problems.

Differentiation:How will I scaffold and/or accelerate learning? For Whom? How will I group my students? Which strategies will I choose to make sure I engage every student on his/her ability level?
Worksheets are from the unique learning curriculum. Q/T/JP will have level 3 (words only), while J/D/A will use the picture forms. A/D will need help receptively identifying their responses and will not be able to respond to verbal group questions or write.
Accommodations/Modifications: What supports will I provide students on an IEP or as needed?
Individual teacher conferencing
Extended time
Peer tutoring
Modified work
Check list provided
Other (state below) / Frequent checks for understanding
Shortened assignment
Assessments read orally
Learning Lab for extra help
Preferential seating
Frequent 10 and 15 minutes breaks for Tatum, Jorge and Juan Pablo
Homework:
N/A