ETF Lesson Plan Template
Date:
Friday 2-27-15
Unit Name:
Physical Science
Lesson Focus:
Physical science/electricity (math statistics and algebra)
TEKS Standards: GEOM 8.F *significant modifications for IEPs and pre-requisite skill level
Objectives: (Bloom’s verb…) What do I want students to be able to DO when the class is over? Format
SWBAT: Uses geometry to solve real-world problems.
SWBAT: Create and solve novel mathematical word problems.
Student friendly/written on board: “I will be able to create a graph and interpret the results of a
graph shown to me.”
Key Points: What, What: Students will learn to increase their math problem-solving skills.
How, Why?
How: By participating in the unique learning graphing assignment.
Why: To increase their health and independent living skills and science/health
and mathematical knowledge.
Materials:
Calculators, Monday folders
Key Vocabulary: What key terms will my students need to understand? TO BE ADDED TO WORD WALL language
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Add
Subtract
Solve
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
Participation in the group lesson will count at 100% of their daily grade.
Lesson Cycle:
Do Now: Spiral review? Formative assessment?
Teacher Actions:
 What to do/ DO NOW activity: “For your
DO FIRST, you will have 5 minutes to
answer the graph question on your
worksheet that I am passing out. Look at
the graph on the board and answer the
question.”
 “Now we will do a Take a stand I would
like for Tatum to re tell us the steps for
this activity. When I call your answer
choice, what should you do.”
 CFU type: Cold call
 CFU script: “I would like for Quincey to
remind the class of the rules for take a
stand.
7 min
Student Actions:
 Ss will take 5 minutes to answer their
worksheet questions.
 Ss will not interrupt others while working
or disrupt the class during the silent/solo
 If needed, Ss will discuss their responses
with the teacher for any corrections
needed.
 Ss will participate in sharing their
response with the class.
 Ss will sit silently and wait for the T’s
next instructions, tracking the T.
 Ss will stand up to display their answers
for the Do now activity.
ETF Lesson Plan Template
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CFU Question: Do my students
remember how to conduct a take a
stand?
CFU correct response: Listen for the
teacher to read my response and stand
up when it is called.
CFU anticipated misunderstanding:
steps out of order or forgetting steps.
Introduce New Learning (I Do): Engage and Connect-the real world, schema, goals, assessment,
20 min
etc.? CFU: How will I check for student understanding of the new learning?
Teacher Actions
 “Juan, can you read our objective for the
day?”
 “Thank you Juan, we are going to learn
about geometry. We will be measuring to
bake a cake today.”
 “Thank you, Juan. So we will be creating
and solving word-problems this morning,
using graphs.”
 CFU type: cold call
 CFU script: “First we will begin by
reviewing graphs. Can someone remind
the class what type of graph was in our
do now?”
 CFU Question: How much do my
students remember about graphing?
(assess prior knowledge).
 CFU correct response: Ss should answer
with correctly identified answer.
 CFU anticipated misunderstanding:
Math question.
 “I am going to walk you through some
examples on the board. Follow along
with me as I show you how to read the
equations and graphs.”
 T works through examples on unique
learning page 1-3, writing them on the
board with dry erase marker and
instructing students to use the previously
made and used math word anchor chart.
Student Actions:
 Ss will watch and may comment as asked
by the teacher.
 Juan will read the objective out loud
posted on the board. “I will be able to
make a bar graph and interpret the data
from a graph shown to me.”
 Ss will actively listen, sitting in SLANT
position, tracking the T.
 Ss will answer the cold call question
responding with ‘liquid measurement
cup.’
 Ss will watch the T’s models of solving
and using graphs.
 Ss will raise their hand if they have
questions.
 Speaking volume- level 0, unless asking a
question.
 Ss will wait for further instructions from
the T.
ETF Lesson Plan Template
Guided Practice (We Do): How will I walk students step by step through what I want them to do?
30 min
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 anticipated misconceptions/misunderstandings and how will I address them? How will I emphasize
key points?
Teacher Actions
 “I have some practice graphs we will
examine and answer questions about.”
 T passes out GNs and other materials.
 T will have students participate in
demonstrating they can accurately
measure items needed to make a cake.
 T circulate as the Ss work, in order to
check for understanding and accuracy.
Student Actions
 Ss will sit in SLANT.
 Ss will collect their materials as
passes out by the T.
 Ss will await further instruction from
the T.
 Ss will raise their hands to indicate
that they need help from the
Teacher.
 Ss will write their equations and raise
their hand for the T to check for
understanding.
Independent Practice (You Do): How will I monitor student progress? How will I ensure there’s
40 min
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?
Teacher Actions
 “Now for your independent work time
you are going to make your own graph
on the data presented on the board.”
 “I will pass out graphing paper and you
will color in the squares according to you
data.”
 CFU type: circulating
 CFU script: “I will be walking around to
look at your work, to check and make
sure you understand.
 CFU Question: Do my students
understand the task?
 CFU correct response: Ss should be
writing the correct Reponses on their
worksheets.
 CFU anticipated misunderstanding:
various incorrect math equations or
solving incorrectly,
Student Actions
 Ss will listen to the T’s instructions,
without speaking.
 Ss will complete the assignment, making
their own graphs.
 Ss will raise hands if they have questions
during the independent practice activity.
 Ss who finish early will get a book or
begin a game in the rec room.
 AG/DD/JS have a modified assignment,
handing the TA or teacher visuals of the
items needed, presented in a field with
up to 2 distractor items (Matching task).
ETF Lesson Plan Template
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“Once your work is completed, read a
library book or begin a game in the rec
room until everyone is finished.”
T has modified the assignment for
AG/DD/JS.
Closing: How will I have students summarize what they’ve learned? How will I reinforce the objective’s
5 min
importance and its link to past and future learning?
Teacher Actions
 Exit ticket
 “Once your work is completed, read a
library book or begin a game in the rec
room until everyone is finished.”
 T has modified the assignment for
AG/DD/JS.
Student Actions
 Ss complete their exit ticket
 Ss will take part in an approved leisure
activity once finished.
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
Frequent checks for understanding
Extended time
Shortened assignment
Peer tutoring
Assessments read orally
Modified work
Learning Lab for extra help
Check list provided
Preferential seating
Other (state below)
ETF Lesson Plan Template