Non-SLO Lesson Plan Template

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*
Tuesday, February 19st 2019
Lesson Day
6th grade Level 1 Mathematics (1st and 3rd periods)
48 minute period, whole class instruction

Students will have the opportunity to collaborate with peers and practice their new
Goal Statement
knowledge of algebraic expressions through a fun and interactive review game.
A description of the enduring understanding or big ideas that
students will possess at the end of the Learning plan based on
grade level content standards and curriculum.
Students will have the opportunity to apply their knowledge of expressions, how to
How will this lesson support the learning goal?
simplify, expand, and factor expressions, along with apply these concepts to word
(1c: Setting Instructional Outcomes)
problems. Students will have the opportunity to practice these mathematical concepts in a
fun and risk-free environment through a review game to help prepare for an upcoming test.
This lesson allows students to put their new knowledge of expressions to practice in a fun
and rewarding way. Students will also have the opportunity to collaborate with their team
to come to an agreement on a final answer.

M06.B-E.1.1.1: Write and evaluate numerical expressions involving whole-number

PA Standards
exponents.
List the Pennsylvania Standard(s) relevant for this lesson.
M06.B-E.1.1.2: Write algebraic expressions from verbal descriptions.
M06.B-E.1.1.3: Identify parts of an expression using mathematical terms (e.g., sum, term,
product, factor, quotient, coefficient, quantity).
M06.B-E.1.1.4: Evaluate expressions at specific values of their variables, including
expressions that arise from formulas used in real-world problems.
M06.B-E.1.1.5: Apply the properties of operations to generate equivalent expressions.

 Variable
Academic Language
What language will students be expected to utilize by the end of  Constant
the lesson? Consider Language function and language demands  Coefficient
(see Lesson Plan User Guide).  Algebraic Expression
What key terms are essential?  Simplify
What key terms are essential to develop and extend students’  Distribute/Expand
academic language?  Factor/Common Factor
What opportunities will you provide for students to practice the  Evaluate/Substitute
new language and develop fluency, both written and oral?  Equivalent
 I can label parts of an expression using the correct algebraic expression terminology.
Objective(s)
I can evaluate an expression when given a value for a variable.
(1c: Setting Instructional Outcomes)
I can expand and factor an expression.
Taking into consideration the learning goal what is the
I can combine like terms to simplify an expression.
objective(s) of this lesson that will support the progress toward
I can apply my knowledge of algebraic expressions to word problems.
the learning goal?

The statement should be directly observable (use verbs that can be

measured).

-Powerpoint Review Game

Technology Materials/ Resources
-Small Whiteboards and Markers
(1d: Demonstrating Knowledge of Resources)
-Computer and Projector
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning
objective/outcomes? If appropriate, what educational technology
will be used to support the learning outcomes of this lesson? How
do the resources support the learning objectives?
Cite publications and any web resources.
Prior to this lesson, students have been working through the many aspects of algebraic
Anticipatory Set
expressions: labeling parts of an expression, simplifying, expanding, and factoring
(1a: Demonstrating Knowledge of Content and Pedagogy)
expressions, along with applying their knowledge of expressions to word problems.
8 minutes
How will you set the purpose and help students learn why today’s To start off today’s lesson, I will give students a list of tasks we are to complete as a class
lesson is important to them as learners? before starting our review game. The list consists of: (1) turning in any homework
How will you pique the interest or curiosity regarding the lesson assignments that are overdue or corrected, (2) I will pass out our quick check from Friday’s
topic? class, and (3) please grab a whiteboard and marker from the side table to prepare for the
How will you build on students’ prior knowledge? review game. Once I review these tasks with students, I will dismiss the class and have
How will you introduce and explain the strategy/concept or skill? them do what they need to do.

Provide detailed steps.

Instruction/Directions (5 minutes)
Instructional Activities (35 minutes)
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
Once students are prepared for the review game, I will count them off by 3’s to help create
Designing Coherent Instruction)
three different groups for our review game. After every student has been assigned a
Exploration (Model): How will students explore the new number, I will ask students to move accordingly to sit with their team. If they so wish to,
concepts? How will you model or provide explicit instruction? they may create a team name, and adjust the tables in the room to accommodate their
team’s size.
Guided Practice: How will you provide support to students as they I will explain to students this review game is similar to ones we have played previously,
apply the new concept? How will you allow them to practice (with each team taking a turn to answer and other teams stealing when answered incorrectly. The
teacher support)? main difference in this new game is the way points are assigned to each team. The way
points will be decided is after each team correctly answers a question, they will pull a
Independent practice: How will students review and solidify these
popsicle stick out of a cup that has a point value on it. Some points are positive and some
concepts to be able to use this new knowledge? How will you
are negative (or will be subtracted from a team’s score). The team that chose the popsicle
monitor and provide feedback?
stick will decide if they are to keep the points, or to assign the point to a different team.
Provide detailed steps. They will only have 30 seconds to decide, as we need to continue the game. I will ask
students for any questions, and then we will play the game.

Play of the Game (30 minutes)

Students will have the bulk of the period to play the review game. Each question is posted
on the Powerpoint slide, and each team will work with their team to answer. I will
encourage each student to complete the problem on their whiteboard, and then console
with their peers on their team to ensure they are all in agreement, and no one is lost or
needs further support.

Closure With about five minutes left in the period, I will remind students this review game will be
(1e: Designing Coherent Instruction) posted on Schoology, and I will strongly encourage them to review it while studying for
tomorrow’s test. I will have students return their markers and whiteboards to the side table,
5 minutes
and clean up their area they were working in. I will also check to make sure there are no
How will students share or show what they have learned in this
questions about tomorrow’s test.
lesson?
How will you restate the teaching point and clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?
For my above level students, I will challenge these students to think of different ways they
Differentiation
can rationalize and explain their thinking with other students in the class. If these students
(1e: Designing Coherent Instruction)
complete the activities early, I will encourage students to assist their teammates when they
What differentiated support will you provide for students whose are unsure or need guidance with the problem at hand. This is a great way for peers to
academic development is below or above the current grade level? support one another, since I am not always an available resource for students.
What specific differentiation of content, process, products, and/or
learning environment do you plan to employ to meet the needs For my below level students, I will have students use their peers to help assist them, along
of all of your students? with my support when I am available to help. I will be frequently checking on them to
How does your lesson support student differences with regard to ensure they are on task, understanding the concepts being applied, and have no questions.
linguistic, academic, and cultural diversity?
For my English Language Learners, I will allow them to practice their BICS (Basic
How will your lesson actively build upon the resources that
Interpersonal Communicative Skills) when working with classmates and receiving support
linguistically and culturally diverse students bring to the
from the teacher. They will also practice CALPS (Cognitive Academic Language
experience?
How will your lesson will be supportive for all students, including Proficiency) when completing the review game and sharing out a response to their
English Language Learners, and build upon the linguistic, classmates.
cultural, and experiential resources that they bring to their
learning?
How will your lesson is designed to promote creative and critical
thinking and inventiveness?
For my students with ADHD and attention difficulty, I will ensure they are seated close to
Accommodations
instruction and prompt these students to stay on task, especially when working in groups. I
(1e: Designing Coherent Instruction)
will also ensure the group of students they work with will not be a distraction, but rather a
What classroom accommodations do you plan to employ to resource for them if they need guidance or clarification and a teacher is not available. I will
increase curriculum access for students identified with special also allow these students to vocalize their thoughts through discussion with group members
education needs or 504? during the completion of the review game. This also gives students the opportunity to
Describe how these accommodations align with the current rephrase and repeat the content to fully understand the concepts and content being taught in
Individualized Education Plan (IEP) for each student as the lesson.
applicable (avoid using actual names of students).
Students who require additional aids, such as a multiplication chart or completed notes,
may use such items to help when completing classwork and class activities. If students are
given these materials and are not using them, I will prompt them to use such items during
the lesson, as they will be a great resource for students to progress their learning
throughout the lesson.

Students with specific modifications may only complete certain parts of the activity (only
Modifications
so many problems during the game etc.) The problems students do not complete, I will ask
(1e: Designing Coherent Instruction)
they listen to the discussion at their team’s table, and add any help solving the problem at
What curricular modifications and/or changes in performance hand as a team. This way, students only need to complete problems that will best guide
standards, if any, do you plan to employ to facilitate the their thinking through the activity, without hindering their progression of learning.
participation of students identified with special education needs?

Throughout the lesson, students complete one large informal assessment. Students are
Assessment (Formal or Informal).
assessed through answering a variety of questions and giving rationale for their answers.
(1f: Assessing Student Learning)
These questions will be similar to what students will see on the test in the proceeding class,
How will you and the students assess where the learning but allows students to practice these skills collaboratively and use their peers as supports.
objectives, listed above, were met?
Each formal or informal assessment should describe how it is
aligned to the above objective(s).
The lesson plan itself was a great way to showcase my planning and preparation. When the
Reflection on Instruction lesson was put into practice, the students were extremely engaged and excited to be playing
a team-based game. One thing I need to work on is gaining student attention quickly and
following through with any threat I may give. When trying to gain student attention, I ask
What evidence did you collect to demonstrate that your students them to listen and beg for their attention, when I should put a signal or routine into place. I
have met or are progressing towards the learning outcome? have previously tried this, but it is not working well, so I will need to brainstorm more
What changes or adjustments had to be made during the lesson ideas to quickly gain their attention. In terms of threatening punishment, while I was being
(justify those changes) to ensure students make adequate progress observed students were being a bit loud and disruptive, and I felt they were not on task as
in meeting the learning objective? much as they should have been. I told students if we couldn’t handle the fun game I would
What changes will have to be made to the next lesson in order for have them complete these problems individually to turn in as a grade, but I never truly
students to be on pace in meeting the overall goal of the Lesson or wanted to do this to students. My advisor shared that if I give a threat as such, I need to
Unit? follow through, or the students will know that I don’t mean it at all, and they truly don’t
need to listen. I think in a regular class setting, I would have followed through with the
Taking good notes about each lesson will help as you develop a punishment, but since my advisor was observing, I did not want to showcase that as my
formal reflective narrative at the end of the SLO. lesson to her.

My third period class was the chatty class being observed by my advisor, and my first
period that was unobserved did a fantastic job staying on task and reviewing the items that
would be tested on in the follow day’s test.