Dual Prep Lesson Plan Format

Based on Integrating Understanding By Design & Differentiated Instruction: Connecting Content and Kids

Teacher Candidate 11/26/13

ame: Donovan Martinez Cohort !: 414 Today"s Date:

Lesson Title: Subtraction Teaching Date: 10/27/13 #CP$ III Content %rea&s': Mahoney (rade Le)el: 3 *entor Teacher: Sarah

$tep +,Desired -esults &.hat students .ill learn'

A. Brie narrative overvie! o "esson that s#eci ies endurin$ understandin$ and essentia" %uestion &'e er to your (o)"inson * Mc(i$he te+tboo,..ndurin$ /nderstandin$s0 / / Students !i"" be ab"e to identi y di erent #hono$ra)s. Students !i"" be ab"e to...

.ssentia" 1uestions0 / / 2o! !i"" students be ab"e to count bac,!ards ro) 10314 5i"" the students be ab"e to i$ure out that the bi$$er nu)ber co)es irst !hen subtractin$4

B. 6o))on 6ore 7#erations and A"$ebraic (hin,in$ 8.7A.1 'e#resent addition and subtraction !ith ob9ects: in$ers: )enta" i)a$es: dra!in$s &dra!in$s need not sho! detai"s: but shou"d sho! the )athe)atics in the #rob"e)-: sounds &e.$.: c"a#s-: actin$ out situations: verba" e+#"anations: e+#ressions: or e%uations. 6. ;enera" <earner 7utco)e &;<7-0 Se" 3Directed <earner 6o)#"e+ (hin,er D. 2a!aii (eacher =er or)ance Standard &)y ocus as a teacher-0
%C0I $T% D%-D II1 Curriculum A2.3 Mathe)atics>6andidates ,no!: understand: and use the )a9or conce#ts and #rocedures that de ine nu)ber and o#erations: a"$ebra: $eo)etry: )easure)ent: and data ana"ysis and #robabi"ity. ?n doin$ so they consistent"y en$a$e #rob"e) so"vin$: reasonin$ and #roo : co))unication: connections: and re#resentation@

.. I0P %nnual (oal2345ecti)e&s' for $P0D students .ith mild2moderate disa4ilities 6pro)ide details in $tep 7 Student ?nitia"&s?.= ;oa"/7b9ectives&s-/ &Standard i di erent ro) B. above

$tep 8,%ssessment 0)idence &summati)e chec9 for learning' A. =er or)ance (as, &5hat !i"" students do to de)onstrate their "earnin$4 Students !i"" inde#endent"y be ab"e to count bac,!ards ro) 1031 Students !i"" inde#endent"y be ab"e to !rite and i$ure out subtraction #rob"e)s on their o!n. B. =er or)ance 6riteria &#o. good is good enough: A((A62 chec,"ists: rubrics: or criteria. Student !or,sheets sho!in$ they are success u""y ab"e to count bac,!ards and !rite subtraction #rob"e)s.

$tep 7,%cti)e Learning Plan &detailed enough for another teacher to follo.'

5rite a detai"ed se%uencin$ o your student;centered "esson1 If students .ith se)ere disa4ilities are included in the group< em4ed indi)iduali=ed o45ecti)es into the general procedures and descri4e the indi)iduali=ed prompting< correction< and reinforcement procedures &see attached format'1 Procedures Teacher .ill> $tudent .ill> %ttending Cue A e.$.: 2o! !i"" transition ro) #rior activity be )ade4 2o! !i"" studentBs attention be ca#tured #rior to the "esson4 Say: CCall me111? Say: C...*ay4e@D and 1. S(7= &!hat they are doin$- 2. .E.S &are on the s#ea,er-: 3. .A'S &are "istenin$ care u""y-: 4. M7/(2S &are c"osed and %uiet-: F. B7D?.S &are sti""-. %nticipatory $et A e.$.: ?ntroduce desired resu"ts@ as, essentia" %uestion@ connect !ith student e+#erience. ?s this revie! or ne! in o4 2o! does "esson "in, to #revious "earnin$4 ?s #re3assess)ent necessary4 2o! !i"" "esson be #resented4 (his "esson is a revie! o #hono$ra)s. *odeling A e.$.: 5hat/ho! !i"" you )ode"4 2o! !i"" you su##ort students to activate their o!n thin,in$4 3.+#"ain to the c"ass that !e !i"" be revie!in$ the di erent sounds !e have been "earnin$. 3? !i"" e+#"ain that the irst nu)ber they !rite do!n is the nu)ber o cu#s standin$ be ore the ba"" hits the). ? !i"" ro"" the ba"" to ,noc, a e! cu#s do!n. ? !i"" e+#"ain that they need to subtract the a)ount o cu#s that e"" !hen ? ro""ed the ba"". (hen !rite the tota" a)ount o cu#s "e t standin$. &G3FH4- ? !i"" have )y o!n !rite board to de)onstrate and $o ste# by ste# !ith the) ho! to do this. 3A ter a e! ti)es )ode"in$ ho! ? !ant the) to !rite on their !hite board: they !i"" !rite it on their o!n: they !i"" even $et to ro"" the ba"" to ,noc, do!n the cu#s. ="ay subtraction bo!"in$

(uided Practice A e.$.: 2o! !i"" students #ractice the "earnin$4 2o! !i"" you #ro)#t4 5hat are you doin$ or or)ative assess)ent4 5hat corrective eedbac, !i"" you #rovide4 35e !i"" $o bac, to the c"ass and they !i"" see a #icture o a bi$ ace on the board. 2is na)e is C=u,a (eeth Bob.D ? !i"" e+#"ain to the c"ass that BobBs teeth are a""in$ o I 5e !i"" a"" count as a c"ass ho! )any teeth Bob has. ? !i"" !rite that nu)ber !e counted as a c"ass on the board. ? !i"" cover so)e o the teeth and say that a)ount o teeth e"" o I 2o! )any teeth does Bob have "e t4 ? !i"" !rite the nu)ber o teeth that e"" o on the board and

(en 0d: Di erentiation ="an or the ;enera" .ducation c"assroo): non3?.= students. Di erentiate the "earnin$ environ)ent: content: #rocess: or #er or)ance tas, or individua"s or s)a"" $rou#s &e.$.: $i ted: .<< students: readin$ $rou#s-. ?denti y the ty#e o need &e.$.: .<<s: $i ted students: readin$ needs: etc.- <ist the ty#e o di erentiation &"earnin$ environ)ent: content: #rocess: or #er or)ance tas,- and te"" ho! you !i"" di erentiate &e.$. chan$e seatin$: $ive a )ore advanced/si)#"er readin$ assi$n)ent: etc..<<s Acce"erated <earners Stru$$"in$ Students A. Materia"s to have ready0 5or,sheet 5hite Boards Mar,ers =icture o C=u,a (eeth BobD Ju)ber 6hart 6u#s Ba""

B. A##ro+i)ate ti)e needed or "esson0 7ne hour

6. 'esources &!here ? $ot )y ideas-0 =interest

$tep B,-eflection &reCuired'

In your .ritten reflection< please respond to at least three of the fi)e facets &e1g1< lesson structure< student interaction< etc1' of your lesson &including all of the 4ulleted Cuestions'1 60)eryone needs to include D%ssessment? as one of the three facets discussed1 D/A<3='.= <.SS7J =<AJ '.K<.6(?7JS <.SS7J S('/6(/'.0 / 5hat !ere so)e stren$ths o your "esson4 / 5hat !ou"d you chan$e4 / Did your students )eet the Standard/Bench)ar, or ?.= ob9ective you chose or the "esson4 / 5hich di erentiated instructiona" strate$ies and varied )oda"ities did you use4 2o! e ective !ere they4 / 2o! e ective !ere the individua" or $rou# ada#tations and/or )odi ications you #rovided4 6%$$0$$*0 T: / 5hat evidence can you sho! about your studentsB "earnin$ &e.$.: student !or,-4 / Describe ho! !e"" a"i$ned your Assess)ent .vidence !as in re"ation to the Desired 'esu"ts. &Did the Assess)ent yie"d the data you needed in order to deter)ine ho! !e"" your students attained the Desired 'esu"ts4/ Brie "y describe the Lne+t ste#B "esson that you !ou"d desi$n or your students to o""o! u# on this "esson. 5hat evidence did you $ather ro) the Assess)ent that "eads you to desi$n this Lne+t ste#B "esson4 S(/D.J( ?J(.'A6(?7J0 / 2o! !e"" did you re"ate the "esson to studentsB ,no!"ed$e: e+#eriences: and interests4 / 5ere you #"eased !ith student res#onses4 Did you )odi y the "esson accordin$ to studentsB res#onses4 2o!4 / Did you address a"" students e%ua""y and inc"ude each individua" in discussion/ans!erin$ %uestions4 B.2AM?7'/MAJA;.M.J(0 2o! !e"" did you )ana$e c"assroo) behavior4 5hat techni%ues !or,ed best and !hat didnBt4 5hy4 / 5hat other behaviora" techni%ues cou"d you have used4 / 5ere there o 3tas, behaviors4 ? yes: durin$ !hat #ortions o c"ass ti)e !ere studentsB o 3tas,4 5hat did you do to en$a$e o 3tas, students4 67<<AB7'A(?7J0 / 2o! did you deve"o# this "esson4 Did you consider student interests4 Did you co))unicate and #"an !ith your 6(/Mentor (eacher or other adu"ts ro) the co))unity &schoo" and/or "ar$er co))unity-4 / Did you have co))unity )e)bers #artici#ate in the "esson4 ? so: ho!4 ADD?(?7JA< '.K<.6(?7JS0

?deas or Assess)ent (as,s 5ritten Advertise)ent Bio$ra#hy Boo, re#ort Boo, revie! Brochure 6a)#ai$n s#eech 6ross!ord #uzz"e .ditoria" .ssay .+#eri)ent record ;a)e Nourna" <ab re#ort <etter <o$ Ma$azine artic"e Me)o Je!s#a#er artic"e =oe) =ort o"io =osition #a#er =ro#osa" 1uestionnaire 'esearch re#ort Scri#t Story (est Eearboo, 7ra" Audiota#e Ba"a$tasan Debate Discussion Dra)atization 2ai,u ?ntervie! Je!scast 7ra" #resentation 7ra" re#ort =oetry readin$ 'a# 'eaderBs (heater 'o"e #"ay S,it S#eech Son$ (each a "esson Misua" Advertise)ent Banner Brochure 6a)#ai$n "yer 6artoon 6hart 6o""a$e 6o""ection 6o)#uter $ra#hic 6onstruction Data dis#"ay Desi$n Dia$ra) Dis#"ay Diora)a/shoebo+ Dra!in$ ;ra#h ;ra#hic 7r$anizer Ma# Mobi"e Mode" =aintin$ =hoto$ra#h =ort o"io =oster Scra#boo, Scu"#ture S"ide sho! Storyboard Menn Dia$ra) Mideota#e 8inesthetic 6o))unity outreach Dra)atization Kie"d tri#s <etter !ritin$ 7ra" intervie!s ="ay =resentation Service "earnin$ Si)u"ations 'o"e #"ay S,it Scaven$er hunt

Lesson Plan -u4ric: & ote: This ru4ric is included for your o.n information2self;assessment as you plan lessons you .ill 4e teaching in the field1' %pproaching %ccomplished Does not yet meet *eets eEpectations eEpectations for candidates Identification o 6andidates do not o 6andidates address of desired address a"" a"" co)#onents o results &8FG' co)#onents o desired resu"ts &ste# desired resu"ts &ste# 1-. 1-. o 6andidates se"ect o 6andidates se"ect desired resu"ts desired resu"ts consistent !ith best inconsistent !ith best #ractices identi ied #ractices identi ied in in )ethods courses. )ethods courses. Component Professional *eets eEpectations for teachers ?n addition to criteria or acco)#"ished #er or)ance0 o 6andidates se"ect desired resu"ts to address hi$her3"eve" thin,in$: student in%uiry: and the needs o diverse "earners in c"ass.

%pproaching %ccomplished Professional %lignment of o 6andidates do not o 6andidates identi y o 6andidates se"ect assessment identi y assess)ent or)ative and interactive or)ative .ith desired strate$ies: or they su))ative and su))ative results &8FG' se"ect strate$ies that assess)ent assess)ents a"i$ned are not !e"" strate$ies a"i$ned !ith desired resu"ts: connected to desired !ith desired resu"ts: )ethods course best resu"ts: )ethods )ethods course best #ractices: and needs course best #ractices: #ractices: and needs o diverse "earners or needs o diverse o diverse "earners &ste# 2-. "earners &ste# 2-. &ste# 2o 6andidates #rovide o 6andidates #rovide assess)ent criteria assess)ent criteria &chec,"ists: rubrics: &chec,"ists: rubrics: or other criteria- or or other criteria- or students to assist teachers. se" 3assess)ent. %pproaching %ccomplished Professional

$election of o 6andidates se"ect o 6andidates se"ect acti)e learning teachin$ )ethods and teachin$ )ethods plan &8FG' "earnin$ and active "earnin$ o##ortunities that are o##ortunities that not !e"" connected to su##ort desired desired resu"ts: resu"ts: )ethods )ethods course best course best #ractices: or needs o #ractices: and needs diverse "earners &ste# o diverse "earners 3-. &ste# 3-.

?n addition to criteria or acco)#"ished #er or)ance0 o 6andidates he"# "earners a##"y ,no!"ed$e and #rob"e) so"ve. o 6andidates #rovide )u"ti#"e o#tions !ithin assi$n)ents to )eet needs o diverse "earners.

%pproaching %ccomplished Professional Implementatio o 6andidates #ri)ari"y o 6andidates o 6andidates n of i)#"e)ent teacher3 i)#"e)ent at "east i)#"e)ent )u"ti#"e instruction centered instructiona" one student3centered student3centered &8FG' a##roaches. instructiona" instructiona" o Students have "itt"e a##roach or active a##roaches to a""o! "earnin$. diversi ied or no o##ortunity to o Students have the instruction and %uestion: share student en$a$e)ent. ideas or brainstor) o##ortunity to o 6andidates !ith their #eers. %uestion: share ideas or brainstor) cha""en$e students to !ith their #eers. re "ect critica""y and dra! conc"usions . o 6andidates aci"itate rather than dictate "earnin$. %pproaching %ccomplished o 6andidates do not o 6andidates re "ect H re "ect on "esson $enera""y on each e+#erience. %uestion &ste# 4-. o 6andidates re "ect on"y su#er icia""y &ste# 4-. %pproaching %ccomplished 3)erall %pproaching 3)erall %ccomplished Professional 6andidates re "ect thou$ht u""y and thorou$h"y on each %uestion &ste# 4-.

-eflection &8FG'

Professional 3)erall Professional

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