Sam Hobson

Non-SLO Lesson Plan Template

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*
Wednesday, March 27th, 2019
Lesson Day 6th grade Math Plus (Level 2 Math students) 7th period
48 minute period, whole class instruction

Students will have the opportunity to explore the content of plotting points on a coordinate
Goal Statement plane through a coordinate plane battleship 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.

This lesson allows students to apply previous or new knowledge of plotting points on a
How will this lesson support the learning goal? coordinate plane through a game. This activity is a fun and interactive way to practice the
(1c: Setting Instructional Outcomes) content, both receiving practice in plotting their own guessed points, along with plotting
the points of their partner’s guesses.

Standard - CC.2.3.5.A.1
PA Standards Graph points in the first quadrant on the coordinate plane and interpret these points when
List the Pennsylvania Standard(s) relevant for this lesson. solving real world and mathematical problems.

 Coordinate points
Academic Language  Coordinate plane
What language will students be expected to utilize by the end of  X axis
the lesson? Consider Language function and language demands  Y axis
(see Lesson Plan User Guide).  Graph
What key terms are essential?  Quadrants I, II, III, IV
What key terms are essential to develop and extend students’
academic language?
What opportunities will you provide for students to practice the
new language and develop fluency, both written and oral?

I can plot a point on a coordinate plane.

Objective(s) I can give the x and y coordinates of a point graphed on a coordinate plane.
(1c: Setting Instructional Outcomes) I can label the four quadrants of the coordinate plane.
Taking into consideration the learning goal what is the I can interact with peers in a positive manner.
objective(s) of this lesson that will support the progress toward
the learning goal?
Sam Hobson

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

measured).

-Projector/computer
Technology Materials/ Resources -Coordinate Points Powerpoint
(1d: Demonstrating Knowledge of Resources) -Battleship “Boards” (worksheets, tape, and manila folders)
What texts, digital resources, & materials will be used in this -paperclips
lesson? How do the materials align with the learning -pens/pencils to mark hits/misses
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, all students have learned about plotting points on a coordinate plane in
Anticipatory Set their regular scheduled math class, along with being taught this concept in 5th grade math
(1a: Demonstrating Knowledge of Content and Pedagogy) as well. Plotting points on a coordinate plane is a concept that will frequently come up
throughout mathematics for these students, so I want to build a solid foundation of
10 minutes understanding and demonstrating how to plot points correctly.
How will you set the purpose and help students learn why today’s
lesson is important to them as learners? To begin the lesson, I have a powerpoint slide to review some basic content about a
How will you pique the interest or curiosity regarding the lesson coordinate plane. We will first start by identifying what the coordinate plane is, along with
topic? naming all four quadrants. From there, I will ask students how we can plot points on the
How will you build on students’ prior knowledge? coordinate plane, to which a students will share move along the x axis, then the y axis. If
How will you introduce and explain the strategy/concept or skill? students are struggling with how to explain this, I will have someone name point A on the
board. From there, I will ask the student how they knew, to which we will conclude
Provide detailed steps. moving along the x, then y axis. After we have a basis for how to plot points, I will call on
students to help give coordinate points to several points already plotted on the grid (labeled
A-H).

After we have finished our review, I will click the next slide to reveal we are playing
Instructional Activities (35 minutes) coordinate plane battleship!
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
Designing Coherent Instruction) Instructions (10 minutes)
I will first start the instructions by explaining how to set up the game. First I will instruct
Exploration (Model): How will students explore the new students that they will play with one other partner, and each partner will have a game
concepts? How will you model or provide explicit instruction? board. If there are an odd number of students, my mentor will fill in and play another
student. Students will need to place their ships on the “My Ships” top half of the board,
Guided Practice: How will you provide support to students as they according to the following criteria: one of each ship is placed on the board (a total of 5
apply the new concept? How will you allow them to practice (with ships), the coordinate points that make up the ship are labeled (on the side of the game
teacher support)? board), and the ships must be oriented vertically or horizontally (no diagonal ships!). Once
Sam Hobson
a pair of students has placed their ships, I will paper clip the back of their boards together,
Independent practice: How will students review and solidify these and they may begin playing the game.
concepts to be able to use this new knowledge? How will you
monitor and provide feedback? From there, I will explain how to play the game. My mentor and I will demonstrate how
the game works by using the supplies and modeling the game play. If I make a guess on
Provide detailed steps. my mentor’s ships and it is a miss, I mark the missed point in a colored marker and my
turn is over. If I make a guess and it is a hit, I will mark with an X, and then I will get
another chance to guess again. My turn ends when I do not guess a hit ship space on the
board. We will also tell students they must notify their partner when they have sunk their
ship. We will answer any student questions, then hand out materials and have students get
started on the game.

Activity (25 minutes)

Throughout the game play, I will be floating around the room observing students playing
the game, along with answering questions or providing assistance to students if need be. If
many students are making the same error, or I want to provide feedback to the whole class
instead of one student, I will gain the class’s attention and give the feedback as whole-class
instruction.

Closure With about five minutes left in the period, I will regain students’ attention and ask what
(1e: Designing Coherent Instruction) students thought of the activity, along with hearing how each game went. Students can
share who won, by how many ships they sunk, and so on and so forth. With the remaining
5 minutes time from sharing, I will collect students boards and paper clips, and have students return
How will students share or show what they have learned in this any supplies they may have borrowed.
lesson?
How will you restate the teaching point and clarify key concepts? If students have not finished their game, I will ensure students we can play the following
How will you provide opportunities to extend ideas and check for day to finish up and declare a winner.
understanding?
How will this lesson lead to the next lesson?

For my above level students, I will challenge these students to place their ships in a unique
Differentiation way prior to playing the game. I will also encourage these students to support their peers
(1e: Designing Coherent Instruction) who may need extra support. These supports may include answering questions they may
have (about the game play and about the math) or offering some hints to help students hit
What differentiated support will you provide for students whose an opponent’s ships.
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or For my below level students, I will have students work with peers who may support them
learning environment do you plan to employ to meet the needs throughout the game. I will also be around to support these students through the game as
of all of your students? well. If a student is really struggling, they may ask their opponent for a “hint” or clue as to
How does your lesson support student differences with regard to where a ship may be hiding.
linguistic, academic, and cultural diversity?
Sam Hobson
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? Proficiency) when calling out coordinate points when trying to find their opponent’s ships.
How will your lesson will be supportive for all students, including If my students struggle with CALPS, I will prompt students with questions or provide an
English Language Learners, and build upon the linguistic, example they can follow throughout the game.
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 prompt these students to stay
Accommodations on task throughout the activity. I will also ensure the opponent/partner the students works
(1e: Designing Coherent Instruction) with will not be a distraction, but rather a resource for them if they need guidance or
clarification and a teacher is not available. I will also allow these students to vocalize their
What classroom accommodations do you plan to employ to thoughts during completion of the activity. This also gives students the opportunity to
increase curriculum access for students identified with special rephrase and repeat the content to fully understand the concepts being taught and practiced
education needs or 504? in the lesson.
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as Students who require additional aids, such as a multiplication chart or completed notes,
applicable (avoid using actual names of students). may use such items to help when completing the class activity. 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 the activity in a certain amount of
Modifications time if needed. Students with specific modifications that allow “breaks” may do so, as my
(1e: Designing Coherent Instruction) mentor or I fill in the student’s spot during their game (so the other student can continue
the activity). This way, students only need to complete problems that will best guide their
What curricular modifications and/or changes in performance thinking through the activity, without hindering their progression of learning.
standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?
This lesson take a deep focus on plotting coordinate points on a coordinate plane.
Assessment (Formal or Informal). Throughout the lesson, students are frequently assessed informally on this content. During
(1f: Assessing Student Learning) the anticipatory set, students are asked to answer simple questions about the coordinate
plane, such as how to plot a point and where the quadrants are located. When completing
How will you and the students assess where the learning the activity, students are consistently practicing plotting points by making guesses about
objectives, listed above, were met? their opponent’s ship, along with plotting the point their opponent guesses and stating
Each formal or informal assessment should describe how it is whether they missed or successfully hit a ship.
aligned to the above objective(s).
Sam Hobson
Reflection on Instruction Overall this lesson was a success. I have taught this lesson to my Level 1 6th grade classes,
and I thought it was such good practice that my math plus students would benefit greatly
What evidence did you collect to demonstrate that your students from the practice. My mentor teacher commented on how much practice students are truly
have met or are progressing towards the learning outcome? getting, and they really are getting lots of practice with plotting points. This is a crucial
What changes or adjustments had to be made during the lesson skill for students to grasp as they further their mathematical knowledge and grow in the
(justify those changes) to ensure students make adequate progress content. The one downfall to working through this lesson with math plus students is how
in meeting the learning objective? much support and assistance I needed to give. With only 8 students in the class, and 4
What changes will have to be made to the next lesson in order for different adults, I felt each pair of students got a fair share of assistance, but with a larger
students to be on pace in meeting the overall goal of the Lesson or group of students I feel this would be a challenge for me and my mentor.
Unit?

Taking good notes about each lesson will help as you develop a
formal reflective narrative at the end of the SLO.