DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION ELEMENTARY 3rd SEMESTER LESSON PLAN TEMPLATE (1/25/13)

Teacher Candidate: Nicole Teran Grade Level: 1st Title: Recall and Vocabulary CONTEXTUAL FACTORS (classroom factors) Contextual Factors: 27 students - 13 girls, 14 boys 25 Caucasian, 1 Tongan, 1 Black/African & American Indian mix Vision: Student #25 glasses Low readers: Pulled for Resource: Student #26, Student #7, Student #1, Student #5. Not Pulled: Student #2, Student #14 SPED: Student #7, Student #2 Left-handed: Student #7, Student #21, Student #18, Student #10, Student #19, Student #3 Reading: Red: Student #15, Student #2, Student #7, Student #26, Student #14, Student #1, Student #5, Student #10, Student #6, Student #25 Yellow: Student #21, Student #11, Student #24, Student #19 Green: Student #23, Student #9, Student #22, Student #17, Gabriella, Student #13, Student #18, Student #20, Student #8, Student #3, Student #16, Student #12, Student #4 Student #10 and Student #11 are identical twins

Classroom environment: The classroom is arranged into three rows facing each other. Row 1 has 10 students, 5 desks facing each other. Row 2 has 8 students in four desks facing each other. The third row has 9 students, 4 desks facing each other, and one facing the front. Student #1 will not complete his work. He says he finished and lost it, but will put it into another childs desk. He also runs to the bathroom often to get out of work. He needs to be reminded to stay on task, and often does the bare minimum. He will not do busy work. Student #10 and Student #11 are very social, they continually ask questions, and point out when others are off task. Both are emotional, Student #10 is more emotional and will cry more often. Student #7 has high functioning Autism. There are two resource teachers who come in at different times throughout the day. He is okay with change, but can not be told when to do assignments, at times he will be on task, other times he will do his work own schedule. When Student #7 is not on task give him choices. You can start the assignment now, your you can start it in one minute. You can do the assignment at your desk, or you can do it at the boring desk. (The kidney table.) If he still will not work on the assignment as if he wants to do it during recess or at home. Anything sent home will be brought back the next day. His mom is excellent at making sure it gets done. He also has snacks in the cupboard by the sink with the kangaroo. Sometimes these work to help focus him. Basically your have to reward him with one pretzel, fruit snack, cracker, etc. for every question answered. Student #26 is busy and has behavioral issues. It is usually just a cry for attention. Give him 2-3

minutes and he is usually okay. Student #5 and Student #2 are very low. Neither can really read, nor does either know all of the letters in the alphabet. They will fake their way through doing assignments. Always pull for Tier 2 and 3 if possible! Have Student #5, Student #21, Student #3, and Student #2 read any writing to check for understanding (as their handwriting is often too hard to read.)

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?) State Standard/Objective: Core Standards of the Course Domain: Operations and Algebraic Thinking Add and Subtract within 20 6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 3-Content appropriate Content Walk-Away: I will recall the rules of subtraction, and learn subtraction vocabulary. SIOP 1-Content objectives Language Walk-Away: I will be able to tell a partner the definitions of my subtraction vocabulary. SIOP 2-Language objectives Vocabulary: Chapter 2 (Review) Difference The answer to a subtraction problem. Minus The sign used to show subtraction Subtract To take away. Chapter 4 (New) Count back On a number line, start at the greater number and count back. Fact family Addition and subtraction sentences that use the same numbers. Missing addend You can use subtraction facts to find the missing addend. ASSESSMENT EVIDENCE (What evidence do I need to show the students have learned the Walk-Away?) Formative Evidence (checking for understanding throughout the lesson): Students will be able to recall subtraction rules from chapter 2, as well as learn new vocabulary for chapter 4. Content Walk-Away Evidence (Summative): Students will be able to define vocabulary words. Language Walk-Away Evidence (Summative): Students will be able to verbally define/describe vocabulary words. Modifications/Accomodations (ELL, IEP, GATE, etc.) All students should be able to understand this concept without any modifications.

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ACTIVE LEARNING PLAN Activate/Building Background Knowledge What are some strategies we learned for addition? Wait for response. What is subtraction? Wait for response. What does a subtraction sign look like? Draw it in the air. SIOP 7-Linked to background, SIOP 8-Linked to past learning, Formative assessment: Learning Goal Recall information from Chapters 2 and 3 Success Criteria Students recall information from chapters 2 and 3 Assessment Strategy Students recall vocabulary, and past strategies from chapters 2 and 3

Modification/accommodations: (ELL, IEP, GATE, etc.) Student #7, on the rug with the rest of the class. Student #26, on the rug with the rest of the class, move him to a chair in the middle of an aisle if he is being disruptive. Focus Lesson (I do it) Explain that we are getting ready to start a new chapter. This chapter is on subtraction, just like chapter 2, but now we will be subtracting from 20. Launch the Lesson (Slide #2) Go over the rules of subtraction. Remind the students that when you add the number gets bigger, but when you subtract the number gets (have students answer) smaller. Teach the students the vocabulary words for chapter 4. Link the vocabulary words to the vocabulary in chapter three. (Slide #3) SIOP 4-Supplementary materials, SIOP 5-Adaptation of content, SIOP 8-Linked to past learning, SIOP 9-Key vocabulary Formative Assessment: Learning Goal Recall information from Chapters 2 and 3. Identify vocabulary words. Success Criteria Students recall information from chapters 2 and 3. Students will be able to identify vocabulary words. Assessment Strategy Students recall vocabulary, and past strategies from chapters 2 and 3. Students understand new vocabulary.

Modification/accommodations: Student #7, on the rug with the rest of the class. Student #26, on the rug with the rest of the class, move him to a chair in the middle of an aisle if he is being disruptive. Guided Instruction (We do it) Have the vocabulary pictures showing. Read the words and have the students tell me what picture card the word matches. Go over words in all four chapters. Pay more attention to the words in chapters 2 and 4. SIOP 6-Meaningful activities, 10-Appropriate speech, 11-Clear explanation, 12-Variety of

techniques, 18-Wait time, 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22-Language skills: reading, writing, listening, speaking, 23-Content objective supported, 24-Language objective supported, 25-Students engaged, Formative Assessment: Learning Goal Students will be able to match vocabulary words.

Success Criteria Students will match vocabulary words to the picture.

Assessment Strategy Students will learn the definitions of the vocabulary words.

Modification/accommodations: Student #7, work at the back table if needed. Student #26, at the front table if needed. Collaborative/Cooperative (You do it together) Cut out vocabulary cards in your book. Put your name on each of the cards. Play Quiz-Quiz-Trade with the vocabulary cards. Be able to mane the math word when the definition is read. 16-Opportunity for interaction, 17-Grouping supports objectives, Formative Assessment: Learning Goal Students will better learn the vocabulary words. Success Criteria Students will know how to define each of the vocabulary words. Assessment Strategy Listen for students learning through listening in on them playing the game.

Modification/accommodations: Student #7, will be able and willing to play. Student #26, sit out if he can not handle the excitement. Quick We do Bring the students back to the rug. Go over the new words one more time. Dismiss the students by tables. Have them put the cards they have on the desk of that student on their way to their seat. Once all students are back to their seat, have them take out their math books and pull out the first page, On My Own. Have one student from each table pick up four cardboard offices. Explain that this is not a test to see what the students have learned, as they may not know what is on the test. This is a test to see what they know so I know how to make my lessons to teach them what they do not know. As a teacher I will only be able to help them if they work their hardest and do their own test. (There are some who tell others answers, as well as some who copy off of others.) Independent (You do it alone) Take the Pre-assessment On My Own for chapter 4. Work as a class but at each students speed. Read any word problems to the class. 30-Assessment Summative Assessment: On My Own Modification/accommodations:

Student #7, work at the back table if needed. Student #26, at the front table if needed. Closure/Review of walk-aways, vocabulary, and essential questions (Note: Closure includes student interactions, reflection, and/or demonstrations.) Have the students come to the rug. Review vocabulary. Review items that are on the preassessment. 27-Review vocabulary, 28-Review concepts, 29-Feedback SIOP Indicators (Add SIOP number and description within the lesson plan) Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation of content, 6-Meaningful activities Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students N/A Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students engaged, 26-Pacing Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment TEACHING NOTES What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for this lesson? Big vocabulary cards 60 minutes REFLECTION AFTER LESSON How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set to improve my practice and student learning? I noticed that there are still some students who do not know the difference between the minus, plus, and equals signs. I will teach the students to use their arms to show me each of the signs. A minus sign will just be one arm in front of them horizontally. A plus sign will be one horizontal, the other vertical making a plus sign. Then we will lean the equal sign by putting both arms about 6 inches apart at a horizontal parallel in front of us. (One week later) THIS WORKED! The students are now able to identify the three signs. The students will have a quick vocabulary review each day to reinforce the math vocabulary words. I do not expect them to learn the words in the one day.