Elementary Education Lesson Plan Template

Block1/M101

Heading All Fields are Required Classroom Teachers Signature: Required for field experience students prior to implementation IUSB Professor Approval for lessons taught in field: IUSB Candidates Name- Bethany Milliman and Erin Huffman Subject: Mathematics Date Taught: 10-24-2013 Grade Level: 2 Small / Large / Adapted Group General classroom management strategies (established rules and procedures):

Informational Phase

Developmental Phase
Common Core Standards for Language Arts and Math and /or Indiana P-12 Academic Standards and Indicators for Science or Social Studies addressed by this Lesson: 1. Math- Standard 2: Number and Operations in Base Ten 2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s. 2. Math- Standard 1: Operations and Algebraic Thinking 2.OA.1 Use addition and subtraction within 100 to solve one and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

3. Language ArtsStandard 4: Reading Standards: Foundational Skills 2.RF.4 Read with sufficient accuracy and fluency to support comprehension. Instructional Objectives which are Aligned with Core/Academic Standards 1. After a teacher demonstrates skip counting learners will display accurate skip counting by 5s, 10s , and 100s by listing the correct numbers in order. 2. After reading a book about skip counting students will be able to draw pictures and write brief answers to prompts to create their own story about skip counting.

Formative assessment
(informal and formal, occurring before, during, and after instruction to assess student understanding and to inform and adjust instruction ):

1. Pre-Assessment- To begin the lesson the teacher will assess the students knowledge of skip counting by completing a KW Chart with the class prior to instruction. 2. Informal- After modeling skip counting on skip counting students will enter stations and use a folder game, an interactive book, and other group work to demonstrate their knowledge of skip counting. The teacher will assess the students knowledge of accurate skip counting by observing the stations. 3. After the lesson the teacher will use the L chart to assess what students learned about skip counting. 4. After the lesson a review Jeopardy game will be used with the entire class broken into 4 teams to assess knowledge regarding skip counting. 5. Formal- The teacher will use the skip counting homework sheet as an assessment for knowledge of skip counting. At the end of the week a summative assessment will be given where students will take a short quiz involving skip counting problems similar to the homework sheet. 1. After this unit has been taught students will take a unit test demonstrating their knowledge of skip counting, problem solving, and telling time to the nearest five minutes.

Summative assessment
(formal, occurring after instruction of a unit or series of lessons on a concept is concluded; produces documented data for analysis on student mastery and success of instructional methods used):

Student Self-Assessment
(if applicable for this lesson):

During this unit students will assess their knowledge of skip counting by their ability to participate with the station games and activities. Students need to answer questions to play the station games and complete the activities. The knowledge of skip counting will be assessed through their ability to answer the questions in the games. Answer keys will also be use dby students to help them assess their progress in accurate skip counting.

Adaptations, Accommodations, Modifications (required): 1. A struggling reader will be grouped with an (Describe academic, behavioral, physical advanced reader during stations so that he/she adaptations implemented to develop
can better understand the activities

differentiated instruction to meet individual needs. Use students initials only to identify for whom the adaptation is intended.)

2. A student having difficult time with skip counting

can be paired with a classmate or with a coteacher for further instruction.

Rationale for teaching this lesson (required; answer briefly) Beyond meeting the It is important to teach skip counting so that students can improve standards: and advance their mathematic skills. Skip counting can help 1. Why is it important or students calculate solutions more quickly and improve their mental useful for students to learn math skills. Skip counting is necessary to help students tell time these skills? and solve time word problems. It is important for students to read fluently through the word problems and stories regarding skip counting. Reading fundamentals such as: fluency and comprehension will practiced during this lesson. Reading is an important life skill and is used in all subjects in school 2. What skills or previous This lesson builds upon the previous knowledge of students being learning does this lesson able to count to 100 as well as being able to compute simple build on (background/prior addition and subtraction. Students reading fluency will continue to knowledge)? be challenged as they read stories about skip counting and math word problems to solve. 3. In the future how will The skills learned in this lesson will help students to better solve students scaffold upon the word problems and improve their ability to add and subtract. This concepts or skills learned in lesson will also set a foundation for telling time to the nearest five this lesson? (establishing a minutes. Skip counting also creates a foundation for the concept of basis for scaffolding)? multiplication. The ability to read fluently will help prepare students to read higher-level material; and will assist them in all other school subjects in the future. Resources Used (required): Cite supporting research and credits attributed to others and/or ones self in lesson development and implementation (such as collaboration with other professionals, use of Websites, published documents, or books, periodicals, professional journals)

1. 2. 3. 4. 5.

Teachers pay teachers website Google Images Pinterest Website ERC 2nd grade math workbooks ERC manipulatives

Lesson Details Materials needed (such as books, journals, visual aids, videos or other media, worksheets, record sheets,
overhead transparencies, computer resources, equipment, tools, manipulatives, others):

For the teacher candidate: Computer, PowerPoint, File Folder game, Interactive book, Transparencies, iMovie

For the students: A materials management plan (Describe your plan for
setting up, distributing, cleaning up materials, establishing guidelines for use, safety precautions, others):

Pencils, Dry erase markers N/A

Classroom management strategies implemented (required): (Some examples: N/A establishing cooperative learning groups, assigning individual roles within a group, monitoring individual student activity, setting expectations for behavior, circulating to informally assess student work) When children are involved 1.Students will discuss their prior knowledge and help brainstorm ideas for skip counting. in this lesson, what 2. Students will collaborate with classmates during stations. language skills are they 3. Students will analyze the fastest/best methods for counting to a certain engaged in and how are they using them? (required): number. (such as: discussing, analyzing, collaborating, comparing, elaborating, contrasting, debating)

Co Teaching Strategies
Check which of the following co-teaching strategies you and your partner will be using during the implementation phase of your lesson plan: One Teach, One observe ______ One Teach, One Assist ___x___ Station Teaching ___x___ Parallel Teaching ______ Alternative (Differentiated) _______ Team Teaching _______

Implementation Phase
Beginning the lesson (required): Introductory Activity (Includes establishing anticipatory set, engaging
learners, activating and assessing background knowledge.): Use a step-by-step format (1.2.3.). Use complete sentences.

What the teacher candidate is doing and saying..

1. Play the iMovie made by the teachers to show an example of skip counting. 2. The teacher will lead a class discussion for the KW chart using a transparency to record the students answers about skip counting. The students will be able to see and read all of the responses, which will

What the student is doing

1. Students are watching the short video. 2. Students are brainstorming what they want to learn about skip counting and what they

help their reading fluency. 3. The teacher will explain that the students will be learning how to skip count to a greater extent than they did in 1st grade.

already know in a class discussion. Students are also reading classmates answers. 3. Students will listen to the teachers explanation

Developing the instructional sequence in pursuit of the lesson objectives Use a step-by-step format
(1.2.3.). Use complete sentences.

(Include instructional input such as: explaining, modeling -visual and verbal-, concept mapping, providing examples, employing inquiry, checking for understanding, providing practice, conducting demonstrations, planning questions to initiate discussion, conducting purposeful activities, implementing formative assessment strategies). What the teacher candidate is doing and saying.. What the student is doing
1. The teacher will open a PowerPoint with slides displaying skip counting by 2s for a review. 2. The teacher will show slides displaying skip counting by 5s, 10s, and 100s and explain skip counting process. 3. The co-teacher will distribute bingo chips to students and have them count participate in the instruction at their desk. The teacher will prompt them to count chips using various skip counting techniques. 4. The teacher will show interactive slides from PowerPoint and ask for volunteers to help fill in the blanks in the skip counting sequence. 5. Teacher will prompt students to ask questions to ensure understanding. 6. Students desks will be broken into groups before class and that will be their station group. 7. The teacher will explain what is to be done at each station (file folder game, interactive book, reading/writing center, jeopardy game). The teacher will explain the brief rules of the folder game written on the folder. The teacher will then explain the pages briefly of the interactive book. Then the teacher will give directions for the reading/writing station where the students will read a book and then answer questions on the worksheets provided. The cooperating teacher will assist the students to play Jeopardy on the overhead projector and computer will run the last station. The teacher will also explain that when the students hear the kazoo they must stop what they are doing at the station. 8. The teacher assigns a station activity to each group and then the stations will begin. 9. The teacher will walk from station to station to observe, assess, and help students that are struggling. 10. When students have completed their station the teacher will ask them to stop and look at her to being the closing of the lesson.. 1. 2. Students will listen to review. Students will listen to the new material and read powerpoint slides with teacher. Students will work at desks counting bingo chips. Students will participate by answering teacher questions from PowerPoint questions. Students will ask questions. Students are in station groups. Students will listen to instructions and watch teachers model station activities. Students will begin the station with their group. Students participate in stations stop when kazoo is played. Students return to desks.

3. 4.

5. 6. 7.

8. 9. 10.

Closing the lesson_(required):Use a step-by-step format(1.2.3.) . Use complete sentences.

includes engaging students in a review, reinforcing or summarizing important points and the lesson objectives)

What the teacher candidate is doing and saying..

What the student is doing

1. The teacher will then begin a discussion with the class by asking questions about what they learned, which station was their favorite, and how skip counting could be useful in their lives. The teacher will use the L part of the KWL chart and record answers on transparencies. 2. The teacher will assess the learning during the discussion and given them a hand out for take home practice. The teacher will explain that the hand out is a worksheet that has questions similar to the questions on the PowerPoint and in the stations. The students will be instructed to try all the questions on the worksheet and bring the paper back to class the following day.

1. Students will answer questions to review learning and read responses on the transparency. 2. Students will take hand out home to practice.

After Lesson
Extension: What do you plan to do with any students who finish early? Students that finish early may begin their take home practice sheet. This will be announced prior to station work. Remediation: What is your plan for remediation/re-teaching for students who dont meet the objectives? Students who do not meet objectives will practice with the teacher using the PowerPoint question slides during station time with one of the cooperating teachers.

Analysis and Reflection Phase: for E370 LEA Lesson plan

What in your instructional sequence went well and why? (Provide evidence that objectives were met.) What in your instructional sequence did not go well and why? (Provide evidence that objectives were not met.) What would you do tomorrow as a result of your teaching and assessment of your lesson today?