Phase I Practicum

Lesson Design and Reflection

COMPLETE PRIOR TO LESSON

Daily Lesson Plan

Throughout execution of lesson: Involve student! Monitor performance! Provide feedback!
Name: April Rundquist
Date: 12/4/14
Lesson #: 28
Students First Name: Nia
Teaching Time: 9-950
Subject Area: Math
Instructional Objective What will the student do at the end of the lesson to demonstrate mastery of the lesson objective? Write an ABCD
objective. (Audience, Behavior, Condition, and Degree): Given a worksheet with 5 fractions, she will be able to state 3
equivalent fractions to each of them, with 100% accuracy.
Materials (List all materials you will need to bring with you to execute your lesson plan.) : Equivalent fractions chart. White board. Equivalent fraction game.
Independent practice sheet. Assessment.
Time Estimate:

Opening

Attention Cue:
What will I say and/or do to gain my
students attention?

Are you ready to learn today?

Write what you are going to

say and/or describe what you
are going to do to gain the
students attention.

Advanced Organizer:
What advanced organizer (visual
schedule) will I post on my trifold
board? What will my student do as we
proceed through the schedule?

List the visual schedule, as it

will appear on your trifold
board. Note the materials (e.g.
sticky notes) you will use to
display the schedule. Briefly
describe what you and your
student will do as you proceed
through the schedule.

-Todays goal
-Strategies
-I do
-We do
-You do
-Assessment
-Closing

You are not required to complete

this part of the lesson plan but you
may still need to provide corrective
and/or affirmative feedback during
your delivery.

You are not required to complete

this part of the lesson plan but you
may still need to provide corrective
and/or affirmative feedback during
your delivery

Check list on the white board, student will check off as we go through them,

Lesson Goal & Rationale:

What is the goal of my lesson? Why is it
important/relevant (3 Ws)? How will I

Corrective/Affirmative
Feedback Plan

Lesson goal for today is to learn how to make equivalent fractions.

You are not required to complete

this part of the lesson plan but you
may still need to provide corrective

briefly relate this to their PM chart?

Write what you are going to tell

the student to explain the lesson
goal. Describe what you will
say and/or have the student do
to highlight the rationale.
Describe what you and/or the
student will do with the
students progress-monitoring
graph at this point in the lesson.

If you are cooking and need cup of sugar but only have a measuring cup, you will
know that you need 2/4 to equal 1/2.

and/or affirmative feedback during

your delivery

You will chart the number of problems you get correct on your assessment, on the PM
chart by coloring todays section in with colored pencil. Adding a piece of the stage, if
you get 100%. You will also write one thing you learned today on a microphone and post
it on your board.

Review Perquisite Skills:

What critical prerequisite skill(s) and/or
concepts do I need to review? How will
I verify (assess understanding) that my
student has the prerequisite skills to
learn the new content? How am I going
to explain how the new information
(what I am going to teach) connects to
the old information (prerequisite
skills)?

List the skills and/or concepts

you will review. Describe the
activity you will use to verify
that your student can perform
the skill/understands the
concept. Describe what you
will say and/or do to explain
how the new information
connects to the old.

Time Estimate:

We will review what we learned yesterday with the fractions. We will discuss how in
class they made an equivalents chart and I will ask her if she remembers any that they
wrote down in class yesterday. I will have premade flashcards with fractions and I will
have her tell me the opposite, whether its in picture or word form.

List response type(s) for each/ what the student will be doing:
Verbally responding to the flashcards.
Using the strategies to solve the flashcards

Body

Corrective & Affirmative

Feedback

Teacher Instruction/
Modeling (I Do):
What strategy will I use to explicitly
teach (model and describe) the targeted
skill or concept? How will I create a
visual of the strategy that can be used
during my teacher instruction?

Describe or attach a copy of the

visual aid depicting your
instructional strategy. Explain
how you will model and describe
the strategy as you teach the skill
or concept. How will you check
for understanding before moving

What is my alternative/back up plan?

This shows how fractions are equivalent to each other. I will work through two different
problems of finding equivalent fractions. I will explain that (a/b = xa/xb) I will ask
questions as I go through and have her help me by referring back to the visual aid. I will
be able to check for her understanding his way.

Adding in money.
Showing a dollar bill and
four quarters to show that
1 of an item can equal for
of another item.

on to GP?
List response type(s) for each/ what the student will be doing:
She will respond orally by helping me work through the problems.

Guided Practice (We Do):

What engaging activity will the student
and I do together? How will I use my
visual aid when prompting my student
and/or when I think out loud during my
turn?

Describe GP activity, including

materials and/or game format in
your description.

Together we will take turns playing a memory/match game. I will have flash cards made
with different fractions on them. We will each take turns flipping cards over and if you
find a match you keep the match and take another turn. If you do not get another match
then flip the cards back over and its the next persons turn. The person with the most
matches wins.

Create a new row for each GP activity.

List response type(s) for each/ what the student will be doing:
She will respond orally, by thinking aloud and deciding whether they are matches or not.

Independent Practice
(You Do):
What activity will the student do on
his/her own? How will I structure the
activity so I can check for understanding
and provide feedback on each
problem/task until I know my student is
consistently performing accurately?

Describe IP activity, including

materials and/or game format in
your description.

Assessment/Evaluation:
Does the instructional objective describe
exactly how I am going to assess the
students performance on the lesson
objective?

Your assessment should be

described in your instructional
objective so you may use
statement provided.

Time Estimate:
Review Critical Content:

I will have a worksheet for her with 5 fractions and then she will need to finish the
equivalent fraction that already started by finding the correct numerator. She will be
able to use the visual aid for any assistance. I will have her do one equivalent at a time
and then we will check her answers. I will provide feedback and direct her to any
changes that may be needed.

Remember 90% success rate before

moving to IP.

I will have another

equivalent chart out for
her to use that show the
equivalent fractions
through tenths that she
will be able to use for
assistance.
Remember student should be
consistently performing accurately
before you administer the
assessment.

List response type(s) for each/ what the student will be doing:
She will respond written by connecting the matches and orally by thinking aloud.

Use instructional objective!

I will have a worksheet for her with 5 fractions and then she will need to come up with
three different equivalent fractions that match that. I will check her assessment and then
she will graph her progress on her chart by coloring the percent of problems she got
correct.

Closing

Remember if you prompt during the

assessment, you must count a
prompted response as an incorrect
response when charting daily
progress.

Corrective/Affirmative
Feedback Plan
You are not required to complete

If all goes as planned, what will my

student have learned and how will I
briefly review the critical
skills/concepts? After the review, how
will the student chart their daily
progress?

I will ask her what she achieved today and have her write it on a microphone. Then
discuss what her achievement was. If she doesnt reach the goal for today I will have her
write a goal for tomorrow for the same problems. If she reaches the daily objective on
her assessment, we will add a stage piece to the board. She will then chart the number of
Describe how you will review
what was learned? Explain how problems she got correct on her assessment, using the PM chart by coloring todays
the student will chart their daily section in with colored pencil.

this part of the lesson plan but you

may still need to provide corrective
and/or affirmative feedback during
your delivery

progress.

We will review the strategies learned today.

Preview:
What will be the goal of my next
lesson? How will I provide a short
preview of what will be learned next?

Describe what you will say/do

to preview the next lesson (e.g.
Tomorrow we will...).

The goal for the next lesson will be getting a 3 on her in class assessment.

You are not required to complete

this part of the lesson plan but you
may still need to provide corrective
and/or affirmative feedback during
your delivery