Lesson Plan 1
Part 1: CONTEXT FOR PLANNING AND LEARNING INFORMATION
1.
Type of School: High School
2.
Setting: Urban
3.
Special Features of School: Teaching student in a 1:1 setting. The student is typically in an
inclusion setting with a SETSS provider present. There will be six different schools in one
building.
4.
What Might Affect Instructional Planning: Because of the lack of staff in the building (for
summer school) the student has not been getting the modifications she will have during the
regular school year. A typical summer school day consists of students being taught through a
classroom lesson and then a lab after, which they are taught through an online program, called
NovaNet and then tested.
5.
Percentage of Students Eligible for Free/Reduced Lunch: 81% (free) 9% (reduced)
About the Classroom
1.
Organization of Classroom to Support Language and Literacy Development: Students have a
word wall with definitions and have a dictionary to use at their disposal. Because of the daily
schedule and lack of support during the summer school program, less is provided to help those
in need of language and literacy development.
2.
Instructional Program: The summer school is primarily using an online program called
NovaNet Courseware created by Pearson in 2011.
About the Children in the Classroom:
1.
Grade Level: 9th going into 10th.
2.
Age Range 15-17 year of age.
3.
Number of Students in the Classroom: 7 females, 14 males (IEP/ELL/Gifted and talentedunattainable information).
4.
Because I am teaching and assigned to a specific student in the inclusion classroom I was only
able to obtain information regarding my students and one other in the same program we are
working with (SETSS Program). My student, along with the one other student is classified as
Learning Disabled with a SETSS provider present in the inclusion classroom.
5.
My students IEP goals:
-Student needs to develop self-advocacy (asking for help when having difficulty).
-Student needs to utilize help that is available from her SETSS providers and/or
paraprofessionals.
-Student needs to develop skills related to independence.
-Student needs to review previously taught algebraic concepts that are abstract in nature to
foster understanding.
I plan on focusing my goals and objectives around my student utilizing the help she is able to get while
I am here in the building, as well as reviewing previously taught algebraic concepts in order to pass her
Algebra Regents at the end of the summer school program. I plan on doing this by one-on-one
instruction, note cards and guided notes, and questions directly from the test (while modifying
questions for repetition of newly learned material and sending them home from homework to reinforce
the skill).
Part 2: PLANNING:
Grade: 9 Age: 16
Common Core Standards addressed:
CCSS.Math.Content.HSA-REI.A.1 Explain each step in solving a simple equation as following from
the equality of numbers asserted at the previous step, starting from the assumption that the original
equation has a solution. Construct a viable argument to justify a solution method.
CCSS.Math.Content.HSA-REI.A.2 Solve simple rational and radical equations in one variable, and
give examples showing how extraneous solutions may arise.
Content Objectives
-Student will take notes from teacher using a graphic organized throughout the entire lesson.
-Student will use her notes to answer homework assessment questions.
Language Objectives:
-Student will learn new vocabulary with 100% accuracy over the course of the two-day lesson.
Key Vocabulary:
-Greater than
-Less than
-Greater than or equal to
-Less than or equal to
-Expression
-Probability
-Inequality
Materials:
-Pencil
-Graphic Organizer
-Teacher made note cards
-Teacher made worksheet
Pre Assessment:
Practice exam that student failed without help of teacher or notes (besides modifications
allowed).
Lesson that was done using practice questions, I noticed student needed more instruction.
Motivation:
First we will discuss the importance of taking notes and creating note cards. My student will be
able to try two questions without using any notes. After I will give her very detailed notes and
examples she will then be able to retry these questions. After we will discuss what helped her and
made her able to answer the questions with much more ease.
Clock
Time
Procedure
Focus Learners
adoptions/
accommodations/
modifications
Focus Learners
link to
individuals goals
-Guided notes that she will
be able to take home work
her.
-Teacher will
review vocabulary
Creative Introduction/ mini-lesson
5 min.
-Discussion with student about the
importance of taking notes with
examples of how to solve questions.
-Have student try to answer two
questions without the use of notes.
Behavioral Expectations/ Classroom
management clarifications
-Becoming a more
independent
learner.
-Student is in a 1:1 setting and has not
shown any problems with behavior
thus far.
-Student will
show that she
must take
initiative to learn
in order to be
taught.
-Takes on
responsibility of
independent
learning and selfadvocacy to ask
for help.
Body including group/ independent
practice
15
min.
-After student is finished with her
questions she will explain how she
came about her answers.
-Teacher made worksheet.
-Teacher will put up preloaded notes
for the student to answer questions.
-Note cards.
-Guided notes.
-Reviewing
previously taught
algebraic concepts
that are abstract in
nature to foster
understanding.
-Student will answer questions that the
teacher has provided. Student will be
able to use her guided notes.
Closure, summary, or sharing
17
min.
-Teacher will put up notes that will
help the student on her homework.
-Takes on
responsibility of
independent
learning
-Teacher will have a pre-made graphic
organizer for student to put her notes
in.
-Student will do first two questions in
her homework using her notes.
Extension/ Homework
3min.
-Student will be sent home with
practice questions and her own notes
to answer questions.
-Student will be able to
take her notes, questions,
and teacher made notes
home from the day’s
lesson.
-Developing skills
related to
independence.
Graphic Organizer:
Vocabulary
Notes/symbol
Sample Question
-Greater than
-Less than
-Greater than or equal to
-Less than or equal to
-Probability
-Expression
-Inequality
1. Which expression represents “5 less than twice x”?
1. 2(5–x)
2. 5–2x
3. 2(x–5)
4. 2x–5
2. Gabriella has 20 quarters, 15 dimes, 7 nickels, and 8 pennies in a jar. After taking 6 quarters out of
the jar, what will be the probability of Gabriella randomly selecting a quarter from the coins left in the
jar?
3. Which expression represents the number of hours in w weeks and d days?
1. 7w + 12d
2. 84w+24d
3.168w+24d
4. 168w+60d
4. Carol plans to sell twice as many magazine subscriptions as Jennifer. If Carol and Jennifer need to
sell at least 90 subscriptions in all, which inequality could be used to determine how many
subscriptions, x, Jennifer needs to sell?
1. x > 45
2. 2x-x<90
3. 2x >90
4. 2x+x >90
5. A jar contains five red marbles and three green marbles. A marble is drawn at random and not
replaced. A second marble is then drawn from the jar.
Find the probability that the first marble is red and the second marble is green.
Find the probability that both marbles are red.
Find the probability that both marbles are the same color.
Assessments:
During the lesson it was clear to me that my student struggles to take the initiative for her own
learning. She does not like taking notes; although she can answer her questions with much more ease
then when she does not use notes. After giving her a graphic organizer she was able to see where she
should be putting the definitions and examples. I did this because she previously struggled to put
detailed, organized notes that she could follow. I had to look over my student’s notes and have her add
additional examples and definitions before sending her home. Next I used the homework to see what
she was able to do and get correct using her notes.
Using Assessment to Inform Introduction:
What I realized about this lesson is it would have been much more beneficial if I started out giving her
guided notes that she could fill in the blanks. After time I would slowly wean her off of this so she is
able to learn the skill of note taking before doing this on her own. We would also do a big review of all
vocabulary being used the previous day.
Lesson Plan 2
Part 1: CONTEXT FOR PLANNING AND LEARNING INFORMATION
1.
Type of School: High School
2.
Setting: Urban
3.
Special Features of School: Teaching student in a 1:1 setting. The student is typically in an
inclusion setting with a SETSS provider present. There will be six different schools in one
building.
4.
What Might Affect Instructional Planning: Because of the lack of staff in the building (for
summer school) the student has not been getting the modifications she will have during the
regular school year. A typical summer school day consists of students being taught through a
classroom lesson and then a lab after, which they are taught through an online program, called
NovaNet and then tested.
5.
Percentage of Students Eligible for Free/Reduced Lunch: 81% (free) 9% (reduced)
About the Classroom
1.
Organization of Classroom to Support Language and Literacy Development: Students have a
word wall with definitions and have a dictionary to use at their disposal. Because of the daily
schedule and lack of support during the summer school program, less is provided to help those
in need of language and literacy development.
2.
Instructional Program: The summer school is primarily using an online program called
NovaNet Courseware created by Pearson in 2011.
About the Children in the Classroom:
1.
Grade Level: 9th going into 10th.
2.
Age Range 15-17 year of age.
3.
Number of Students in the Classroom: 7 females, 14 males (IEP/ELL/Gifted and talentedunattainable information).
4.
Because I am teaching and assigned to a specific student in the inclusion classroom I was only
able to obtain information regarding my students and one other in the same program we are
working with (SETSS Program). My student, along with the one other student is classified as
Learning Disabled with a SETSS provider present in the inclusion classroom.
5.
My students IEP goals:
-Student needs to develop self-advocacy (asking for help when having difficulty).
-Student needs to utilize help that is available from her SETSS providers and/or
paraprofessionals.
-Student needs to develop skills related to independence.
-Student needs to review previously taught algebraic concepts that are abstract in nature to
foster understanding.
I plan on focusing my goals and objectives around my student utilizing the help she is able to get while
I am here in the building, as well as reviewing previously taught algebraic concepts in order to pass her
Algebra Regents at the end of the summer school program. I plan on doing this by one-on-one
instruction, note cards and guided notes, and questions directly from the test (while modifying
questions for repetition of newly learned material and sending them home from homework to reinforce
the skill).
Part 2: PLANNING:
Grade: 9 Age: 16
Common Core Standards addressed:
CCSS.Math.Content.HSA-REI.A.1 Explain each step in solving a simple equation as following from
the equality of numbers asserted at the previous step, starting from the assumption that the original
equation has a solution. Construct a viable argument to justify a solution method.
CCSS.Math.Content.HSA-REI.A.2 Solve simple rational and radical equations in one variable, and
give examples showing how extraneous solutions may arise.
Content Objectives
-Student will understand how to answer algebraic questions, while using teacher made notes with 75%
accuracy.
Language Objectives:
-Student will used backwards thinking and the strategy of dissection of a problems language and
vocabulary before answering a question.
Key Vocabulary:
-Expression
-Probability
-Qualitative Data
-Inequality
Materials:
-Pencil
-Scrap paper
-June 2013 Regents Exam Test
-Teacher made note cards
-Teacher made worksheet
Pre Assessment:
Practice exam that student failed without help of teacher or notes (besides modifications
allowed).
Motivation:
First we will discuss her difficulties on taking her prior test. Then we will address those and
talk about how she can overcome those obstacles during the test and use all modifications to her
advantage. Next we will review note cards before looking at each question. We will also discuss why
she needs to know this information and way she might be able to use her algebraic skills outside of the
classroom.
Clock
Procedure
Focus Learners
Focus Learners
Time
adaptations/
accommodations/
modifications
link to
individuals goals
-Guided notes that she will
be able to take home work
her.
-Teacher will
review algebraic
concepts with
student.
Creative Introduction/ mini-lesson
5 min.
-Discussion with student as well as
giving real world examples on where
and why these skills are used in real
life.
-Walk through a problem with student
to show how to solve it using logical
thinking when stuck on a problem, and
then showing how it would be used in
the real world.
-Becoming a more
independent
learner.
Behavioral Expectations/ Classroom
management clarifications
-Student is in a 1:1 setting and has not
shown any problems with behavior
thus far.
-Student will
show that she
must take
initiative to learn
in order to be
taught.
-Takes on
responsibility of
independent
learning and selfadvocacy to ask
for help.
Body including group/ independent
practice
25
min.
-After teacher demonstrates using
algebraic skills to answer the first
question teacher and student will work
through the next question. -Student
will think out loud while teacher
directs her by asking questions of
why/how she has come to that
conclusion.
-Student will answer questions that the
teacher has provided. Student will be
able to use her guided notes.
-Teacher made worksheet.
-Guided notes.
-Note cards.
-Reviewing
previously taught
algebraic concepts
that are abstract in
nature to foster
understanding.
Closure, summary, or sharing
7 min.
-Student will show how she solved the
independent problems. How she can
work backwards, and tell why it is
important to dissect a problem before
diving into it.
-Takes on
responsibility of
independent
learning
-Student will explain/show how she
checked her work.
Extension/ Homework
3min.
-Student will be sent home with
practice questions from part two of the
regents (explanation of this).
-Student will be able to
take her notes, questions,
and teacher made notes
home from the day’s
lesson.
-Developing skills
related to
independence.
Assessments:
During the lesson I was able to tell weather my student understood by observation. By the middle of
the lesson she would use her notes cards without having to be reminded by myself. She would also
write notes around the questions using the note cards so when she re read the question she understood
what it was saying. I observed my student throughout asking her why she was doing what she was
doing and how she was coming to those conclusions. After the lesson and sent her homework
homework. The homework had some similar questions and some of the same questions. We went over
the questions together the next day and she would explain what she did and why she did it. My student
struggled to understand what the question was asking because she did not know basic vocabulary and
some of that vocabulary was not in the notes. She also struggled to know which function to use and
why she was using it. My student needs a lot more time being exposed to these types of questions and
needs to be re-taught many of the basic math concepts and skills.
Using Assessment to Inform Introduction:
After reflecting upon my lesson I realize that I wanted my student to become a more independent
learner. Although I felt she did make progress in this area I can tell she needs a lot more practice and
guidance from the teacher to check that she is doing this. Throughout the lesson I had to remind her to
use the note cards and notes more then I thought she would and had to spend much more time during
the guided practice part of the lesson. This lesson took significantly more time and carried on to the
next day. One of the objectives was to be able to do integrated algebra questions using teacher made
notes. I noticed that this was not a possibility for her to do these things alone, even with the notes that
the teacher gave. We had to work on this for more then a couple days because when she came back in
with her homework, it was mostly incorrect.
1. Which expression represents “5 less than twice x”?
1. 2(5–x)
2. 5–2x
3. 2(x–5)
4. 2x–5
2. Gabriella has 20 quarters, 15 dimes, 7 nickels, and 8 pennies in a jar. After taking 6 quarters out of
the jar, what will be the probability of Gabriella randomly selecting a quarter from the coins left in the
jar?
3. Which set of data describes a situation that would be classified as qualitative?
1. the colors of the birds at the city zoo
2. the shoe size of the zookeepers at the city zoo
3. the heights of the giraffes at the city zoo
4. the weights of the monkeys at the city zoo
4. Carol plans to sell twice as many magazine subscriptions as Jennifer. If Carol and Jennifer need to
sell at least 90 subscriptions in all, which inequality could be used to determine how many
subscriptions, x, Jennifer needs to sell?
1. x >45
2. 2x-x >90
3. 2x>90
4. 2x +x>90
5. Which expression represents the number of hours in w weeks and d days?
1. 7w + 12d
2. 84w+24d
3.168w+24d
4. 168w+60d
6 Which expression represents “7 less than three x”?
1. 3(7–x)
2. 7–3x
3. 3(x–7)
4. 3x–7
7. Gabriella has 18 quarters, 13 dimes, 9 nickels, and 12 pennies in a jar. After taking 5 quarters out of
the jar, what will be the probability of Gabriella randomly selecting a quarter from the coins left in the
jar?
8. Which set of data describes a situation that would be classified as qualitative?
1. the colors of the birds at the city zoo
2. the shoe size of the zookeepers at the city zoo
3. the heights of the giraffes at the city zoo
4. the weights of the monkeys at the city zoo
9. Carol plans to sell three times as many magazine subscriptions as Jennifer. If Carol and Jennifer
need to sell at least 90 subscriptions in all, which inequality could be used to determine how many
subscriptions, x, Jennifer needs to sell?
1. x >0
2. 3x-x>90
3. 3x>90
4. 3x+x>90
Emergent Behavior and Progress Towards Goals
SO makes small gains but also digresses over the weekend breaks. At first she will only use notes
when myself guide her to. Slowly she begins to become more vocal and will take it upon herself to use
the resources she is given. Over time SO uses the resources I give her but I struggle to get her to take
notes on her own or take her time while completing homework, I can tell she picks an answer without
taking the time to dissect what is being asked and making sure she understands the different functions
in the questions. In the last few weeks SO would take notes, but only when she was working directly in
front of me.